All Faculty Publications

Higher Education
K-12 Education Policy
Educational Psychology
Teacher Education

Higher Education
- Shafiqa Ahmadi
  - Theory vs. Practice: Women’s Rights and Gender Equity in Afghanistan. (2016, The Journal of Gender Race & Justice and Transnational Law & Contemporary Problems Journal at the University of Iowa College of Law)
  - The Erosion of Civil Rights: Exploring the Effects of the Patriot Act on Muslims in American Higher Education, The; Ahmadi, Shafiqa
  - Perceptions and Experiences of Muslim Women Who Veil on College Campuses, (collaborative work, 2003, Journal of College Student Development)
  - Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences (collaborative work, 2010, Journal of Higher Education)
- Lloyd Armstrong Jr.
  - Competing in the global higher education marketplace: Outsourcing, twinning, and franchising, in Strategic Financial Challenges for Higher Education: How to Achieve Quality, Accountability, and Innovation: New Directions for Higher Education, No. 140, eds. Lapovsky, Lucie, and Klinger, Donna (Jossey - Bass, 2008)
  - Globalization and Higher Education. The Navigator, 6 (1) Fall 2006. USC Center for Higher Education Policy Analysis
  - Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment, with Douglas Becker . 2004 Pullias Lecture, USC Center for Higher Education Policy Analysis
  - A New Game in Town: Competitive Higher Education, in Digital Academe: The New Media and Institutions of Higher Education and Learning, eds. Dutton, William H. and Loader, Brian D. Chapter 6. (Routledge, 2002); also in Information, Communication & Society, 4, 479 ( 2001)
  - Distance Learning: An Academic Leader’s Perspective on a Disruptive Product, Change, November/December, 32,20 (2000).
  - Distance Learning: Challenges and Questions
- Estela Mara Bensimon
- Darnell Cole
  - REFEREED JOURNAL ARTICLES (co-author with students~)
    
    Cole, D., Kitchen, J. A., & Kezar, A. (2018). Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design. Research in Higher Education, 1-22.
    
    ~ Gehrke, S., & Cole, D. (2017). A Multi-Level Examination of the Relationship Between Student-Centered Faculty Teaching Culture and Spiritual Development in College. Journal of College and Character, 18(4), 225-245.
    
    ~Zhou, J., & Cole, D. (2017). Comparing international and American students: involvement in college life and overall satisfaction. Higher Education, 73(5), 655-672.
    
    ~Zhou, J., & Cole, D. (2016). Learning and Academic Self-Concept: Comparing International and American Students. Campus Support Services, Programs, and Policies for International Students, 77.
    
    ~Castellanos, M., & Cole, D. (2015). Disentangling the Impact of Diversity Courses: Examining the Influence of Diversity Course Content on Students' Civic Engagement. Journal of College Student Development, 56(8), 794-811.
    
    ~Cole, D., & Zhou, J. (2014). Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking. The Journal of General Education, 63(1), 15-34.
    
    ~Cole, D., & Zhou, J. (2014). Do diversity experiences help college students become more civically minded? Applying Banks’ multicultural education framework. Innovative Higher Education, 39(2), 109-121.
    
    Cole, D., & Griffin, K. A. (2013). Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty. In Higher Education: Handbook of Theory and Research (pp. 561-611). Springer Netherlands.
    
    Cole, D. (2011). Debunking Anti-intellectualism: An examination of African American Students' Intellectual Self-Concept. Review of Higher Education, 34(2), 259-282.
    
    ~Scholly, K., Katz, A. Cole, D., & Heck, R. (2010). Examining the Antecedents and Consequences of College Students’ High-Risk Sexual Health Behaviors. Journal of American College Health, 25(4), 176-185.
    
    Cole, D. (2010). The Role of Faculty Contact on Minority Students’ Educational Gains. Journal of the Professoriate, http://jotp.icbche.org/.
    
    Cole, D. (2010). The Effects of Student-Faculty Interactions on Minority Students’ College Grades: Differences between Aggregated and Disaggregated Data. Journal of the Professoriate, http://jotp.icbche.org/.
    
    Cole, D. & Ahmadi, S. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences. Journal of Higher Education, 81(2), 121-139.
    
    ~Cole, D. & Espinoza, A. (2009). When Gender is Considered: Racial ethnic minority students in STEM majors. Journal of Women and Minorities in Science and Engineering, 15, 263-277
    
    Cole, D. (2008). Constructive Criticism: The Role of Faculty Feedback on African American and Hispanic Students’ Educational Gains. Journal of College Student Development, 49(6), 587-605.
    
    ~Cole, D. & Espinoza, A. (2008). Improving the Academic Performance of Latinos in STEM Majors. Journal of College Student Development, 49(4), 285-300.
    
    Cole, D. (2007). Do Interracial Interactions Matter?: An examination of Student Faculty Contact and Intellectual Self-concept. Journal of Higher Education, 78(3), 248-272.
    
    ~Orsuwan, M. & Cole, D. (2007). The moderating effects of race/ethnicity on the experience of Asian American and Pacific Islander community college students. Asian American Policy Review, 16, 61-86.
    
    Burkard, A., Cole, D., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A delphi study. NASPA Journal, 42(3), http://publications.naspa.org/naspajournal/vol42/iss3/art2 .
    
    Cole, D., Bennett, C. & Thompson, J. (2003). Teacher education in a collaborative multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White University. Journal of Classroom Interaction, 38(1), 17-28.
    
    Cole, D., & Ahmadi, S. (2003). Perceptions and experiences of Muslim women who veil on college campuses. Journal of College Student Development, 44(1), 47-66.
    
    Jones, L., Castellanos, J., & Cole, D. (2002). Examining the Ethnic/Minority Student Experience at Predominantly White Institutions: A Case Study. Journal of Hispanic Higher Education, 1(1), 19-39. [Note: The orders of names are incorrectly listed and actually should have been Castellanos, J., Cole, D., & Jones, L.].
    
    Anaya, G., & Cole, D. (2001). Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades. Journal of College Student Development, 42(1), 3-14.
    
    Bennett, C., Cole D., & Thompson, J. (2000). Preparing teachers of color at a predominantly White university: A case study of project TEAM. Teaching and Teacher Education, 16(4), 445-64.
    
    Cole, D., Sugioka, H., & Yamagata-Lynch, L. (1999). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33(4), 277-293.
    
    Cole, D. (1995). Cost and quality in higher education: Finding the balance. Journal of the Indiana University Student Personnel Association, 2, 11-14.
- Zoë Corwin
  - Corwin, Z.B. & Tichavakunda, A.A. (2018) Facilitating access: The role of digital empowerment agents. In W.G. Tierney, Z.B. Corwin & A. Ochsner (Eds.) Digital equity and educational opportunity. Baltimore: MD: John Hopkins Press.
  - Tierney, W.G., Corwin, Z.B, & Ochsner, A.(Eds.) (2018). Diversifying Digital Learning: Online Literacy and Educational Opportunity. Baltimore: MD: John Hopkins Press.
  - Tierney, W. G., Corwin, Z. B., Fullerton, T. & Ragusa, G., (Eds.). (2017). Postsecondary play: The role of games and social media in higher education. Baltimore: MD: John Hopkins Press.
  - Ochsner, A. & Corwin, Z.B. (2017). Implementing game‐based tools: Exploring the
    
    roles of a teacher maverick, administrative champion, and IT pioneer. Educational Technology Magazine, 57(2), 44-49.
  - Corwin, Z. B. (2014). The paper trail of Lily Salazar. In W. G. Tierney & J. E. Colyar (Eds.), High School Students and the Challenge of Access: Many Routes, Difficult Paths. NY: Peter Lang.
  - Tierney, W. G. & Corwin, Z. B. (2007).The tensions between academic freedom and institutional review boards. Qualitative Inquiry.
  - Tierney, W. G., Corwin, Z. B., & Colyar, J. E. (Eds.). (2004). Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.
  - Corwin, Z.B, Colyar, J.E., & Tierney, W.G. (2004). Engaging research and practice: Extracurricular and curricular influences on college access. In W.G. Tierney, Z. B. Corwin, & J. E. Colyar (Eds.), Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.
  - Corwin, Z. B., Venegas, K. M., Oliverez, P. M., & Colyar, J. E. (2004, July). School counsel: How appropriate guidance affects educational equity. Urban Education, 39 (4), 442- 457.
- Charles H.F. Davis III
- Michael Diamond
  - Books
  - Intermediate Accounting: Financial Reporting and Analysis, 2nd Edition Houghton Mifflin Co. with Curt Norton and Don Pagach, (January 2006).
  - Intermediate Accounting: Financial Reporting and Analysis, Houghton Mifflin Co. with Curt Norton and Don Pagach, (February 2005).
  - Financial Accounting: Reporting and Analysis, 6th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (February 2003).
  - Financial Accounting: Reporting and Analysis, 5th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (July 1999).
  - Monographs
  - Academic Leadership: Turning Vision into Reality , with Michael R. Moore, Ernst & Young Foundation (October 2000).
  - The Challenge of Change in Business Education , with Michael R. Moore, Ernst & Young Foundation (November 1996).
  - Articles
  - "How Prepared are America’s Colleges and Universities for Major Crises?” with Ian Mitroff and Murat Alpasan, Change Magazine, ( January/February 2006)
  - “Accounting Education, Research and Pract ice: After Enron Where Do We Go?” European Accounting Review (July 2005)
  - “Academic Scorecard,”Change Magazine, with Harold F. O’Neill, Jr., Estela Maria Bensimon, and Michael R. Moore, (November/December 1999).
- Shaun R. Harper
- Adrian H. Huerta
  - Huerta, A. H., & Rios-Aguilar, C. (in press). “Treat a cop like they are God”: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education.
  - Huerta, A. H. (2018). Educational persistence in the face of violence: Narratives of resilient Latino male youth. Boyhood Studies, 11(2), 94-113.
  - Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). Employing a developmental perspective to examine how young men of color construct a college-going identity. Urban Review, DOI: 10.1007/s11256-018-0466-9
  - Howard, T.C., Woodward, B., Navarro, O., Haro, B., Watson, K., & Huerta, A. H. (in press, 2019). Renaming the narrative, reclaiming their humanity: Black and Latino males descriptions of success. Teachers College Record.
  - Martinez, E., & Huerta, A. H. (2018). Deferred enrollment: Chicano/Latino males, social mobility and military enlistment. Education & Urban Society, DOI: 10.1177/0013124518785021
  - Estrada, J. N., Huerta, A. H., Hernandez, E., Hernandez, R., & Kim, S. (2018). Socio-ecological risk and protective factors for youth gang involvement. In H. Shapiro and associates (Eds.), The Handbook of Violence in Education: Forms, Factors, and Preventions. Hoboken, NJ: Wiley-Blackwell.
  - Garcia, G., Huerta, A. H., Ramirez, J. J., & Patron, O. E. (2017). Contexts that matter to the leadership development of Latino male college students: A mixed-methods perspective. Journal of College Student Development, 58(1), 1-18.
  - Howard, T. C., & Associates (2017). The counter narrative: Reframing success of high achieving Black and Latino males in Los Angeles County. University of California, Los Angeles: UCLA Black Male Institute.
  - Giraldo, L. G., Huerta, A. H., & Solórzano, D. G. (2017). From incarceration to community college: Funds of knowledge, community cultural wealth, and critical race theory. In C. Rios-Aguilar & J. M. Kiyama (Eds.), Funds of Knowledge in Higher Education: Honoring Students’ Cultural Experiences and Resources as Strengths (pp. 48-65). New York: Routledge.
  - Santos, J. L., Roth, K., & Huerta, A. H., & Ritter, Z. (2015). Technology and improving learning outcomes: A discussion of policy, costs and access. In R. T. Teranishi, L. Bordoloi Pazich, M. Knobel, & W. R. Allen (Eds.), Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification. U.K.: Emerald Group Publishing.
  - Huerta, A. H. (2015). “I didn’t want my life to be like that”: Gangs, college, or the military for Latino male high school students. Journal of Latino/Latin American Studies, 7(2), 156-167.
  - Huerta, A. H. (2015). The role of counselors in facilitating college opportunities for marginalized student populations. In J. D. Mathis, R. M. Rall & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (pp. 276-289). Arlington, VA: NACAC.
  - Huerta, A. H., & Fishman, S. M. (2014). Marginality and mattering: Urban Latino male undergraduates in higher education. Journal of The First-Year Experience & Students in Transition, 26(1), 85 -100.
  - Sanchez, S. M., Huerta, A. H., & Venegas, K. M. (2012). Latino males and college preparation programs: Examples of increased access. Metropolitan Universities, 22(3), 27-45.
  - Venegas, K. M., & Huerta, A. H. (2010). Urban ethnography: Approaches, perspectives and challenges. In M. Savin-Baden & C. H. Major (Eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 154-161). New York: Taylor Francis.
- Adrianna Kezar
  - Books
  - Kezar, A. & Maxey, D. (forthcoming 2016). The Faculty for the 21st century: Moving to a mission-oriented and learner-centered faculty model. New Jersey: Rutgers Press.
  - Kezar, A. (2014). How change works in higher education. New York: Routledge.
  - Kezar, A. (2013). How colleges change. New York: Routledge.
  - Kezar, A. (Ed.). (2012). Embracing non-tenure track faculty: Changing campuses for the new faculty majority. New York: Routledge.
  - Kezar, A. & Lester, J. (2011). Enhancing campus capacity for leadership: An Examination of grassroots leaders. Stanford Press.
  - Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. New York: Routledge.
  - Kezar, A & Lester, J. (2009). Organizing for collaboration in higher education: A guide for campus leaders. Jossey Bass Press.
  - Kezar, A. (Ed.). (2009). Rethinking leadership practices in a complex, multicultural and global environment. Stylus Press
  - Kezar, A., Chambers, T., & Burkhardt, J. (Eds.). (2005). Higher education for the public good: Emerging voices from a national movement. San Francisco: Jossey-Bass.
  - Eckel, P., & Kezar, A. (2003). Taking the reins: Institutional transformation in higher education. Phoenix, AZ: ACE-ORYX Press.
  - Monographs
  - Bernstein, S. & Kezar, A. (forthcoming). Intellectual Property, Faculty Rights, and the Public Good. New Directions for Higher Education. Number. San Francisco: Jossey-Bass.
  - Kezar, A. & Sam. C. (2010). Understanding the new majority: Contingent faculty in higher education. Volume. I ASHE Higher Education Report Series. San Francisco: Jossey Bass.
  - Kezar, A. & Sam. C. (2010). Understanding the new majority: Contingent faculty in higher education. Volume II. ASHE Higher Education Report Series. San Francisco: Jossey Bass.
  - Kezar, A., & Carducci, R & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership. San Francisco: Jossey-Bass.
  - Kezar, A. (Ed.). (2005). Higher education as a learning organization: Promising concepts and approaches. New Directions for Higher Education. Number 131/Fall. San Francisco: Jossey-Bass.
  - Kezar, A., Hirsch, D., & Burack, K. (Eds.). (2002). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. New Directions for Higher Education. Number 116/Winter. San Francisco: Jossey-Bass.
  - Kezar, A. (2002). Reconstructing exclusive and static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 3(3), 94-109.
  - Kezar, A. (2001). Understanding and facilitating organizational change in the 21st Century: Recent research and conceptualizations. Washington, D.C.: ASHE-ERIC Higher Education Reports.
  - Kezar, A,. & Eckel, P. (Eds.). (2000). Moving beyond the gap between research and practice in higher education. New Directions for Higher Education. Number 110/Summer. San Francisco: Jossey-Bass.
  - Toma, D., & Kezar, A. (Eds.). (1999). The collegiate ideal: The current state and future prospects of the idea of campus. New Directions for Higher Education. Number 105/Spring. San Francisco: Jossey-Bass
  - Articles in Refereed Journals
  - Kezar, A. & Gehrke, S. (in review). Lasting STEM reform: Sustaining non-organizationally located communities of practice focused on STEM reform. Journal of higher education.
  - Kezar, A. Gehrke, S., & Bernstein, S. (in review). Designing for success in STEM communities of practice: Philosophy and personal interactions. Review of higher education.
  - Kezar, A. & Gehrke, S. (in review). Communities of transformation: Creating changes to deeply entrenched issues. International journal of qualitative education research.
  - Kezar, A. & Gehrke, S. (in review). Strategies for achieving scale within communities of practice aimed at pedagogical reform in higher education. Teachers College Record
  - Lester, J., Kezar, A. & Bernstein, S. (in review). Leadership within communities of practice: Strategies for distributing leadership and challenges. Journal of the professoriate.
  - Gehrke, S. & Kezar, A. (in review). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. AERA Journal.
  - Gehrke, S. & Kezar, A. (in review). Perceived individual benefits related to STEM Reform associated with engagement in and design of undergraduate faculty communities of practice. Research in higher education.
  - Elrod, S. & Kezar, A. (in review). The Keck/PKAL Scientific Framework for strategic change in STEM education.
  - Gehrke, S. & Kezar, A. (in press). The benefits of STEM reform through communities of transformation. Change.
  - Kezar, A. & Gehrke, S. (in press). Exploring deans’ decision-making process in hiring at four-year institutions: Exploring a model of pressures, values, and organizational processes. Journal of Higher Education.
  - Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change: Hidden barriers to change on college campuses. Review of Higher Education.
  - Maxey, D. & Kezar, A. (2015). Improving education research through the Delphi method. Education Policy. June 1, 2015, doi: 10.1177/0895904815586856
  - Gehrke, S. & Kezar, A. (2015). Unbundling the faculty role: A historical, theoretical and empirical review. In Higher Education: Handbook of Theory and Research (pp. 93-150). Springer International Publishing.
  - Kezar, A. & Maxey, D. (2015). Delphi Process: An untapped form of participatory research. Journal of Social Science Research Methods, 1-18.
  - Maxey, D. & Kezar, A (2015). Understanding the shift to a largely non-tenure track faculty. Journal of Higher Education. 86.4 (2015): 564-594
  - Kezar, A. & Maxey, D. (2014). Faculty matter: So why doesn’t anyone think so? Thought and Action. 30, 29-44.
  - Kezar, A & Maxey, D. (2014). Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Non-Tenure-Track Faculty and the Changing Professoriate. Teacher’s College Record. 116(10), on-line so no page numbers.
  - Kezar, A., & Maxey, D. (2014). Troubling ethical lapses: The treatment of contingent faculty. Change, 46(4), 34-37.
  - Gehrke, S. J., & Kezar, A. (2014). Supporting non-tenure-track faculty at four-year colleges and universities: A national study of deans’ values and decisions. Educational Policy. Advanced online publication. doi: 10.1177/0895904814531651
  - Kezar, A. & Lester, J. (2014). Building STEM faculty leaders on campus. Journal of Leadership Studies, 8(1), 57-62.
  - Elrod, S. & Kezar, A. (2014). Developing leadership in STEM fields: The PKAL summer leadership institute. Journal of Leadership Studies, 8(1), 33-39.
  - Kezar, A. & Gehrke, S. (2014). Why are we hiring so many non-tenure-track faculty? Liberal Education, 100(1), 44-51.
  - Kezar, A. (2014). Higher Education Change and Social Networks: A Review of Research. The Journal of Higher Education, 85(1), 91-125.
  - Kezar, A. & Maxey, D. (2013). Change requires discipline: How faculty members working through disciplinary associations can create a better future for the professoriate. Academe, 99(5) (no page numbers, electronic journal).
  - Kezar, A. (2013). Non-tenure-track faculty’s social construction of a supportive work environment. Teachers College Record, 115(12), on line, no page numbers.
  - Kezar, A. & Gehrke, S. (2013, August/September). Supporting the new faculty majority: Perspectives from a national study of deans. Peer Review.
  - Kezar, A. & Gehrke, S. (2013). Why are we hiring so many non-tenure-track faculty? Liberal Education.
  - Kezar, A. & Maxey, D. (2013, May/June). The Necessity of Trustee Leadership to Address the Changing Faculty. Trusteeship, 12-15.
  - Kezar, A. (2013). Comparing supportive and unsupportive departments for non-tenure track faculty: Impact on willing, capacity and opportunity to perform. Research in Higher Education, 54(5), 571-598.
  - Shahjahan, R. & Kezar, A. (2013). Beyond the “National Container”: Addressing Methodological Nationalism in Higher Education Research. Educational Researcher, 42, 20-28.
  - Kezar, A. (2013). Four cultures of the new academy: Support for non-tenure track faculty. Journal of Higher Education, Volume 84, Issue 2, 153-158.
  - Kezar, A. & Sam, C. (2013). Institutionalizing equitable policies and practices for contingent faculty. Journal of Higher Education, 84(1), 56-87.
  - Kezar, A. (2012). Understanding sensemaking in transformational change processes from the bottom up. Studies in Higher Education, 65, 761-780.
  - Kezar, A. & Sam, C. (2012). Governance as a catalyst for change: Creating a contingent faculty friendly academy. Educational Policy, 24, 500-533.
  - Kezar, A. (2012). Bridging the great divide: Campus ideals for faculty and non-tenure track faculty realities. Change, 44(6) 6-14.
  - Kezar, A., Hartley, M. & Maxey, D. (2012). Increasing civic engagement on college campuses: The missing role of shared governance. Liberal Education, 98(3), on-line no page numbers.
  - Kezar, A. (2012). Organizational conditions that shape the implementation of student learning outcomes assessment. Innovative Higher Education.
  - Lester, J. & Kezar, A. (2012). The formation and strategies of grassroots leadership teams. Innovative Higher Education, (37)2, 105-124.
  - Kezar, A. (January, 2012). The path to pedagogical reform in the Sciences: Engaging social movement and mutual adaptation models of change. Liberal Education, (98)1, 14-19.
  - Kezar, A. & Elrod, S. (February, 2012). How campuses can facilitate interdisciplinary learning: Leadership lessons from Project Kaleidoscope’s national initiative. Change, 13-21.
  - Kezar, A. & Sam, C. (2011). New Theories for conceptualizing contingent faculty. American Behavioral Scientist, 55(11), 1419-1442.
  - Kezar, A. (2011). Faculty and staff grassroots leader’s beliefs about power: Do their beliefs affect their strategies and effectiveness? International Journal of Leadership Studies, 6(1), 84-103.
  - Kezar, A. & Dee. J. (2011). Conducting paradigm-crossing analyses of higher education organizations: Transforming the study of colleges and universities. Higher Education Handbook, 26, 265-315.
  - Kezar, A. (2011). Leading bottom up change: Encounters with power and oppression. International Journal of Qualitative Studies in Education, 24(4), 1-31.
  - Kezar, A. (2011). What is the best way to achieve reach of improved practices in education. Innovative Higher Education, 36(11), 235-249.
  - Kezar, A., Gallant, T., Lester, J. (2011). Everyday people making a difference on college campuses: The tempered grassroots leadership strategies of faculty and staff. Studies in Higher Education, 36(2), 129-151.
  - Kezar, A. (2010). Faculty and staff partnering with student activists: Unexplored terrains of interaction and development. Journal of College Student Development, 51(5), 451-480.
  - Kezar, A. (2010). Culture clashes and their impact on partnering between community agencies and postsecondary institutions to help low income students attend college. Education and Urban Society, 1-39.
  - Reille. A & Kezar, A. (2010). Balancing the pros and cons of community college “Grow your own leadership programs. Community College Review, 38(1), 59-81.
  - Kezar, A. & Lester, J. (2010). Breaking the barriers of essentialism in leadership research: Positionality as a promising practice. Feminist formations, 22(1), 163-185.
  - Kezar, A. & Lester, J. (2009). Supporting faculty grassroots leadership. Research in Higher Education, (50), 715-740.
  - Kezar, A., Lester, J, & Yang, H. (2010). Financial education: A missing piece in student learning, About Campus, 20-28.
  - Kezar, A., Lester, J. & Yang, H. (2009). Non-profits partnering with postsecondary institutions to increase low-income student access. Educational Policy,24(3), 500-533.
  - Kezar, A. (2009, November/December). Unexplored Terrain: Is too much change happening in higher education? Change, 35-45.
  - Kezar, A. & Lester, J. (2009, March/April). The importance of external influences in the promotion of grassroots change in higher education: The promise of virtual networks. Change, 45-51.
  - Kezar, A. & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, (11)4, 379-405.
  - Kezar, A. (2008). Is there a way out? Examining the commercialization of higher education. Journal of Higher Education, 79(4) 473-482.
  - Kezar, A, (2008). Understanding leadership strategies for addressing the politics of diversity. The Journal of Higher Education. 79(4), 406-441.
  - Kezar, A., Eckel, P., Contreras-McGavin, M. & Quaye, S. (2008). Creating a web of support: An important leadership strategy for advancing campus diversity. Higher Education, 69-92
  - Kezar, A.& Lester, J. (2008). Leadership in a divided world of feminism. Journal of Women in Higher Education, 1(1), 49-73.
  - Kezar, A., Lester, J. Glenn, W., & Nokamato, J. (2008). Examining contextual features that affect implementation of equity initiatives. Journal of Higher Education. 79(2), 125–159.
  - Kezar, A. (2007). Tools for a time and place: Phased leadership strategies for advancing campus diversity. Review of Higher Education, 30(4), 413-439.
  - Kezar, A. (2007). A tale of two cultures: Universities and schools working together. Metropolitan University Journal (18) 4, 28-47 .
  - Kezar, A., Lester, J., Carducci, R., Bertram Gallant, T., Contreras McGavin, M. (2007). Where are the faculty leaders? Liberal Education, 93(4), 14-21.
  - Kezar, A. (2007). Learning from and with students: College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-610.
  - Kezar, A. (2007). Successful student engagement: Aligning and fostering institutional ethos. About Campus, 3(6), 13-19.
  - Kezar, A. (2007, July/August). Learning to ensure the success for students of color: A systemic approach to effecting change. Change, 19-25.
  - Kezar, A. (2006). Rethinking public board performance: Results of a national study of public governing boards. The Journal of Higher Education. 77(6), 968-1008.
  - Kinzie, J., Magolda, P. Kezar, A., Kuh, G., Hinkle, S. Whitt, E. (2006). Methodological Challenges and Tensions in Multi-Investigator Multi-Institutional Research. Higher Education, June, electronic journal, no page numbers .
  - Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.
  - Kezar, A. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development 47(2), 149-171.
  - Kezar, A. (2006). To develop or not to develop theory: That is the question? Handbook of Higher Education Research, Vol. XXI, 283-344.
  - Kezar, A. & Carducci, R. (2006). Cultivating revolutionary educational leaders: Translating emerging theories into action. Journal of Leadership Development, 1(2), 1-46.
  - Kezar, A., Lester, J., & Anderson, G. (2006, Fall). Lacking courage, corporate sellout, not a real faculty member: Challenging stereotypes of non tenure track faculty that prevent effective governance. Thought and Action, 22, 121-132.
  - Kezar, A. (2006). The impact of institutional size on student engagement. NASPA Journal, 43(1), 87-114.
  - Kezar, A. (2005). Redesigning for collaboration with higher education institutions: An exploration into the developmental process. Research in Higher Education, 46(7), 831-860.
  - Kezar, A. (2005). Consequences of radical change in governance. The Journal of Higher Education, 76(6), 634-668.
  - Kezar, A. (2005). Moving from I to we: Re-organizing for collaboration in higher education. Change, 37(6), 50-57.
  - Kezar, A. (2004). Philosophy, leadership, and scholarship: Confucian contributions to a leadership debate. Leadership Review, 4, 110-131.
  - Kezar, A. (2004). Obtaining integrity?: Reviewing and examining the charter between higher education and society. The Review of Higher Education, 27(4), 429-459.
  - Kezar, A., & Eckel, P. (2004). Meeting today’s governance challenges: A synthesis of the literature and examination of a future research agenda. The Journal of Higher Education 75(4), 371-400.
  - Kezar, A. (2004). Wrestling with philosophy: Improving scholarship in higher education. The Journal of Higher Education, 75(1), 42-55
  - Kezar, A. (2003). Achieving student success: Strategies for creating partnerships between academic and student affairs. NASPA Journal, 41(1), 1-22.
  - Kezar, A. (2003). Elite interviews: Missing link to transforming power relations. Qualitative Inquiry, 9(3), 1-21
  - Kezar, A. (2003). Enhancing innovative partnerships: Creating a change model for academic and student affairs collaboration. Innovative Higher Education, 28(2), 137-156.
  - Eckel, P. & Kezar, A. (2003). Key strategies for making new institutional sense. Higher Education Policy, 16(1), 39-53.
  - Kezar, A. (2002). Expanding notions of leadership to capture pluralistic voices: Positionality theory in practice. Journal of College Student Development, 43(4), 558-578.
  - Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, inter-related strategies and balance. Research in Higher Education, 43(4), 295-328.
  - Kezar, A., & Eckel, P. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435-460.
  - Kezar, A. (2002). Assessing community service learning: Are we identifying the right outcomes? About Campus, 7(2), 4-20.
  - Kezar, A. (2002). Overcoming obstacles to change within urban institutions: The mobile framework and engaging institutional culture. Metropolitan Universities Journal, 13(2), 68-80.
  - Kezar, A. (2002). Becoming a pluralistic leader: Using case stories to transform beliefs. Metropolitan Universities Journal, 13(2), 95-104.
  - Kezar, A., & Rhoads, R. (2001). The dynamic tension of service learning: A philosophical perspective. The Journal of Higher Education, 72(2), 125-148.
  - Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154.
  - Kezar, A. (2001). Investigating organizational fit in a participatory leadership environment. Journal of Higher Education Policy and Management, 23(1), 85-102.
  - Kezar, A. (2000). Still trees without fruit?: Higher education research at the millennium. The Review of Higher Education, 23(4), 443-468.
  - Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and race/ethnicity. Journal of College Student Development, 41(1), 55-70.
  - Kezar, A. (2000). Pluralistic leadership: Incorporating diverse voices. Journal of Higher Education, 71(6), 722-743.
  - Kezar, A., & Gangone, L. (2000). Meeting the leadership challenges of the 21st Century: An evaluation of a national leadership institute. Initiatives, 59(4).
  - Retrieved June, 2001, from, http://www.nawe.org/journal/59.4/gangone.htm
  - Kezar, A. (2000). Pluralistic leadership: Bringing diverse voices to the table. About Campus, 5(3), 6-11.
  - Kezar, A. (2000). Pilot studies: Beginning the hermeneutic circle. Research in Higher Education, 41(3), 385-400.
  - Special Issue Editor for Journals
  - Kezar, A. (Ed). (2011). Contingent faculty in academy: Current challenges and prospects. American Behavioral Scientist, 55(11).
  - Kezar, A. (Ed.). (2009). Understanding the dynamics of grassroots leadership in postsecondary education. Journal of Change Management, 25(2).
  - Kezar, A. (Ed.). (2004). Critical methodological questions: Refining higher education research. The Journal of Higher Education, 75(1).
  - Kezar, A. (Ed.). (2002). Leadership in urban universities in the 21st century: Institutional change, accountability, and inclusiveness. Metropolitan Universities Journal, 13(2).
  - Kezar. A. & Elrod, S. (2014). Educating and developing STEM faculty leaders. Journal of Leadership Studies. 8(1).
- Sarah Klotz
  - “Before English Was Standard: A Call for Rhetorical Memory.” constellations: a cultural rhetorics publishing space. (Revise and Resubmit 2018).
  - “Impossible Rhetorics of Survivance at the Carlisle School, 1879-1883” College Composition and Communication. 69.2 (December 2017): 208-229.
  - Critical Biography for Andrea Lunsford and Lisa Ede. Teachers on the Edge: Conversations with Composition and Rhetoric Scholars. New York: Routledge, 2017.
  - “Gloria Anzaldúa’s Rhetoric of Ambiguity and Anti-Racist Teaching.” Co-author Carl Whithaus. Composition Studies 43.2 (Fall 2015): 72-91.
  - “The Red Man Has Left No Mark Here: Graves and Land Claim in the Cooperian Tradition.” ESQ: A Journal of the American Renaissance 60.3 (Summer 2014): 328-364.
  - “Black, White, and Yellow Fever: Contagious Race in The Mysteries of New Orleans." Mississippi Quarterly 65.2 (Spring 2012): 229-258.
  - “A Flight from Home: Gender and Nationality in Frances Osgood´s Early Career." Transatlantic Women: Nineteenth-Century American Women Writers in Great Britain and Europe. Bailey, Damon-Bach, and Lueck, ed. Durham: U of New Hampshire P, 2012. 3-20.
- Doug Lynch
  - Lynch, D. (2015) Lies About Learning Research. In Israelite, L., (Ed) More Lies About Learning: Leading Executives Separate Truth From Fiction. Alexandria, VA: ATD Press.
  - Lynch, D., City, E., Elmore, R. (2012). The Future Of Learning Is Not The Future Of Schooling. In Metha, J (Ed) The Futures Of School Reform, Harvard Education Press. Cambridge, Ma.
  - Lynch, D. (2012) Busted Learning Myths. CLO Magazine, February 14.
  - Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2012). Rethinking The Measurement Of Training And Development In The Professions: A Conceptual Model. In Wang, V (Ed) Vocational Education Technologies And Advances In Adult Learning: New Concepts. Igi Global, Hershey, Pa.
  - Lynch, D., Cody, S., Green, W. (2012). The Emperor Has No Clothes: Corporate Training Myths. In Bensoter, G. (Ed) Encyclopedia Of Human Resource Management, Critical And Emerging Issues In Human Resources (Volume 3). Hoboken, NJ.
  - Lynch, D. (2012) It's Time For New Ventures In Teacher Training. Ed Week, February 8.
  - Lynch,D. (2011) Will Big Employers Be Game Changers? Ed Week, May 19.
  - Lynch D. (Producer). A Safe Place To Play (Broadcast Dec. 2010). Philadelphia, Pa: WHYY-TV
  - Lynch D. (Producer). Freedom School (Broadcast Feb. 17, 2010). Philadelphia, Pa: WHYY-TV
  - Lynch D., Green, W., Thomas, C. (2010) Online Learning: An Examination Of Contexts In Corporate, Higher Education, And K-12 Environments. In Wang, V (Ed) Encyclopedia Of Information Communication Technologies And Adult Education. Igi Global, Hershey, Pa.
  - Lynch, D., & Worden, J. (2010) It’s All About The People. Phi Delta Kappan, November
  - Lynch D., Gottfried, M. (2010) The Role Of Educational Tools In Reform. In Hess, F (Ed) The Demand Side Of Education Reform. Harvard Education Press, Cambridge, Ma.
  - Lynch D., Mccorckle, K., Gottfried, M., Lasky, D. (2009) So What Do We Mean By A School Of The Future? In Hess, F (Ed) Microsoft’s School Of The Future. Harvard Education Press, Cambridge, Ma.
  - Lynch D., Green, W., Gottfried, M., Thomas, C. (2009) Do We Need A Non-Traditional Education Production Function For Non-Traditional Students? In Perna, L (Ed) Understanding The Meaning Of “Work” For Today’s Undergraduate. Sage Publications, New York, NY.
  - Lynch D., & O’Connor B. (2009) Partnerships Between Workplaces And Institutions. In Mallach M Et Al (Ed) The International Handbook Of Workplace Learning. Sage Publications, New York, NY.
  - Lynch, D. (2009) Standards Of Quality Assurance In International Non-Formal Education. In Strohschen G., (Ed) Handbook Of Blended Shore Education. Springer Publishing, Chicago, IL.
  - Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2009) The Training And Development Industry: How Can We Quantify Its Size? International Journal Of Adult Vocational Education And Technology
  - Koerner, M., Lynch, D., & Martin, S. (2008) “Why We Partner With Teach For America: Changing The Conversation.” Phi Delta Kappan, V89. N10
  - Lynch D. (2007) An Editorial: Where Is Talent Management In Higher Education? Inside Higher Education Views.
  - Lynch D., Sugrue, B., Rivera, R., & Betof, A. (2007) Learning Executive Profile. Alexandria, VA: American Society For Training & Development.
  - Lynch D. (2007). An Editorial: Invest In Workers To Improve The Bottom Line. Measurement, Evaluation & ROI News. Alexandria, Va. American Society For Training And Development.
  - Lynch, D., & Barger, M. (2006). Corporate-Higher Education Learning Initiatives: When Values Align. Continuing Higher Education Review. Cambridge, Ma: Harvard University Press.
  - Lynch, D., & Sugrue, B. (2006). Profiling A New Breed Of Learning Executive. Training & Development Magazine (T+D). Alexandria, VA: American Society For Training & Development.
  - Lynch, D. (2005). Initiating Higher Education Partnerships For Corporate Training. Hr Alert, Volume Viii. New York: Human Resources IQ.
  - Lynch, D. (2005). Success Versus Value: What Do We Mean By The Business Of Online Education? In J.C. Moore (Eds.) Elements Of Quality Online Education: Engaging Communities. New York: Alfred C. Sloan Foundation.
- Tatiana Melguizo
  - Recent Papers in Peer-Reviewed Journals
  - Melguizo, T., Kosiewicz, H., Prather, G., & Bos, H. (2014). How are community college students assessed and placed in developmental math? Grounding our understanding in reality. Journal of Higher Education.
  - Melguizo, T., & Wolniak, G. (2012). The earnings benefits of majoring in STEM fields among high achieving minority students. Research in Higher Education, 53(4), 383-405.
  - Melguizo, T., & Chung, A. (2012). College aid policy and competition for diversity. The Review of Higher Education, 35(3).
  - Melguizo, T. (2011). A review of the theories developed to describe the process of college persistence and attainment. In J.C. Smart (Ed.), Higher Education: Handbook of Theory and Research.
  - Melguizo, T., Kienzl, G., & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year rising juniors using propensity score matching methods. The Journal of Higher Education, 82(3), 265-291.
  - Melguizo, T., Bos, H., & Prather, G. (2011). Is developmental education helping community college students persist? A critical review of the literature. American Behavioral Scientist, 55(2), 173-184.
  - Melguizo, T., Sanchez, F.J., & Jaime, H. (2011). The association between financial aid availability and the college dropout rates in Colombia. Higher Education, 62(2), 231-247.
  - Melguizo, T. (2010). Are students of color more likely to graduate from college if they attend more selective institutions? Evidence from the first cohort of recipients and non-recipients of the Gates Millennium Scholarship (GMS) program. Educational Evaluation and Policy Analysis, 32, 230-248.
  - Ngo, F. & Melguizo, T. (forthcoming). How can placement policy improve math remediation outcomes? Evidence from experimentation in community colleges. Educational Evaluation and Policy Analysis.
  - Melguizo, T., Bos, H., Ngo, F., Mills, N., & Prather, G. (forthcoming). Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education.
  - Fong, K., Melguizo, T., & Prather, G. (2015). Increasing success rates in developmental math: The complementary role of individual and institutional characteristics. Research in Higher Education.
- Julie R. Posselt
  - Posselt, J., Porter, K., & Kamimura, A. (In press for August 2018). Organizational pathways toward gender equity in STEM. American Journal of Education.
  - Slay, K., Reyes, K., & Posselt, J. (In press for Summer 2018). Bait and switch? Representation, climate, and the tensions of diversity in graduate education. Review of Higher Education.
  - Posselt, J. R. (In press for August 2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and wellbeing. Journal of Higher Education.
  - Posselt, J. R. (In press for Summer 2018). Trust networks: A new perspective on pedigree and the ambiguities of admissions. Accepted in Review of Higher Education.
  - Posselt, J. (2018). Review of ‘The Diversity Bargain and other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities.’ Political Science Quarterly.
  - Posselt, J. (2018). Rigor and support in racialized learning environments: The case of graduate education. New Directions for Higher Education 181, 59-70.
  - Posselt, J. & Grodsky, E. (2017). Graduate education and social stratification. Annual Review of Sociology 43, 353-378.
  - McCallum, C., Posselt, J.R., & Lopez, E. (2017). Graduate school choice for African Americans: Relating the roles of family, fictive kin, faculty, & student affairs practitioners. In A. Mountford-Zimdars, & N. Harrison (Eds.). Access to higher education: Theoretical perspectives and contemporary challenges. New York: Routledge.
  - Posselt, J. R., Reyes, K. A., Slay, K., Kamimura, A., and Porter, K. (2017). Equity efforts as boundary work: How symbolic and social boundaries shape access and inclusion in graduate education. Accepted in Teachers College Record.
  - Posselt, J. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Cambridge, MA: Harvard University Press.
  - Eisenberg, D., Lipson, S., & Posselt, J. R. (2016). Promoting resilience and retention. New Directions in Student Services: College Student Mental Health. Vol.156.
  - Posselt, J. R., Lipson, S. K. (2016). Competitiveness and mental health in the college classroom: Variations across social identities and fields of study. Journal of College Student Development 57 (8), 973-989.
  - Jaquette, O., Curs, B., & Posselt, J.R. (2016). Tuition rich, mission poor: Nonresident enrollment and the changing racial and class composition of public research universities. Journal of Higher Education 87 (5), 635-673.
  - Posselt, J. R. (2015). Disciplinary logics in doctoral admissions: Understanding patterns of faculty evaluation. Journal of Higher Education 86 (6), 807-833.
  - Posselt, J. R. (2015). Applicant evaluation as admissions practice: A socio-cognitive framework of faculty judgment. International Handbook of Higher Education Admissions Policy. New York: Peter Lang Publishers.
  - Kamimura, A. P. & Posselt, J. R. (2015). The benefits of diversity for innovation in academic research. In L. R. Roberts, L. Wooten, & M. Davidson (Eds.) Positive Organizing in a Global Society: Understanding and Engaging Differences for Capacity Building and Inclusion. New York: Routledge.
  - Bielby, R., Posselt, J. R., Bastedo, M., & Jaquette, O. (2014). Why are women underrepresented in elite colleges and universities? A non-linear decomposition analysis. Research in Higher Education 55 (8), 735-760.
  - Posselt, J. R. (2014). Toward inclusive excellence in U.S. graduate education: Constructing merit and diversity in PhD admissions. American Journal of Education, 120(4), 481-514.
  - Posselt, J. R., Jaquette, O., Bielby, R. & Bastedo, M. (2012). Access without equity: Longitudinal analyses of institutional stratification by race and ethnicity, 1972-2004. American Educational Research Journal 49 (6), 1074-1111.
  - Posselt, J. R. & Black, K. R. (2012). Developing the research identities and aspirations of first-generation college students: Evidence from the McNair Scholars Program. International Journal of Researcher Development 3(1), 26-48.
  - Masse, J. C., Perez, R. J., Posselt, J. R. (2010). Revisiting college predisposition: Integrating sociological and psychological perspectives on inequality. Equity and Excellence in Education 43 (3), 279-293.
  - Posselt, J. R. (2009). The rise and fall of need-based grants: A critical review of presidential discourses on higher education. Higher Education: Handbook of Theory and Research, Volume 24, 183-226.
  - Posselt, J. R., & Black, K. R. (2007). Students to scholars: An undergraduate research curriculum facilitating graduate school enrollment. In Karutkis, K.K. and Elgren, T. (Eds). Designing, Implementing, and Sustaining a Research-Supportive Undergraduate Curriculum. Washington, DC: Council on Undergraduate Research.
  - Hess, D. & Posselt, J. R. (2002). How students experience and learn from the discussion of controversial public issues in secondary social studies. Journal of Curriculum and Supervision, 17(4), 283-314.
- Melora Sundt
  - Ferrario, K., Hyde, C., Martinez, B., Sundt, M. (2013). An honest account of the humbling experience of learning to teach online. In Teaching and Learning in the Digital World: Possibilities and Challenges. Learning Landscapes, 3, 85-96.
- Tracy Poon Tambascia
  - Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.
  - Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2015). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 ACPA-CASHE Monograph.
  - Hernandez, R. & Tambascia, T. P. (2015). Lifelong development: Undergraduate adult learners, advisement, and self-authorship. 2014 ACPA-CASHE Monograph.
  - Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2014). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 NASPA Annual Knowledge Community Conference Publication, 15-16.
  - Tambascia, T. P. (2010, Winter/Spring). Karaoke diplomacy. Futures in Urban Ed: USC Rossier School of Education Magazine, 17, 19.
  - Quaye, S. J., Tambascia, T. P., & Talesh, R. A. (2008). Engaging racial/ethnic minority students in predominantly white classroom environments. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 157-178,). New York, NY: Routledge.
  - Tambascia, T. P. (2007/2008). Negotiating racial conflict: The leadership role of the dean of students. Futures in Urban Ed: USC Rossier School of Education Magazine.
- William G. Tierney
  - Tierney, W. G., Corwin, Z. B., & Ochsner, A. (Eds.). (2018). Diversifying digital learning: Online literacy and educational opportunity. Baltimore, MD: Johns Hopkins University Press.
  - Tierney, W. G., & Ward, J.D. (Eds.). (2017). The role of state education policy in ensuring access, achievement, and attainment in higher education [Special issue]. American Behavioral Scientist, 61(14).
  - Tierney, W. G., & Lanford, M. (2016). Cultivating strategic innovation in higher education. New York, NY: TIAA-CREF Institute.
  - Tierney, W. G. (Ed.). (2015). Rethinking education and poverty. Baltimore, MD: The Johns Hopkins University Press.
  - Tierney, W. G., & Duncheon, J. C. (Eds.). (2015). The problem of college readiness. Albany, NY: SUNY Press
  - Tierney, W. G., Corwin, Z. B., Fullerton, T., & Ragusa, G., & (Eds.). (2014). Postsecondary play: The role of and social media in higher education. Baltimore, MD: The Johns Hopkins University Press.
  - Tierney, W. G., & Sablan, J. R. (Eds.). (2014). Examining college readiness. American Behavioral Scientist, 58(8).
  - Tierney, W. G. (2012). The conundrum of profit-making institutions in higher education. In Laura Perna (Ed.), Preparing today's students for tomorrow's jobs in metropolitan America. Philadelphia, PA: University of Pennsylvania Press.
  - Tierney, W. G. (2012). Regulating private for-profit higher education. International Higher Education, 69, 5–7.
  - Garcia, L. D., & Tierney, W. G. (2011). Undocumented immigrants in higher education: A preliminary analysis. Teachers College Record, 113, 2739–2776.
  - Findlay, Christopher, & Tierney, William G. (Eds.). (2010). Globalization and tertiary education in the Asia Pacific: The changing nature of a dynamic market. Singapore: World Scientific.
  - Hentschke, Guilbert C., Lechuga, Vicente M., & Tierney, William G. (Eds.). (2010). For-profit colleges and universities: Schools or businesses: Their markets, regulation, performance and place in higher education. Sterling, VA: Stylus Publishing LLC.
  - Tierney, William G. and Colyar Julia E. (Eds.). (2009). Urban high school students and the challenge of access: Many routes, difficult paths. (Revised ed.). New York, NY: Peter Lang.
  - Tierney, William G. & Hentschke, Guilbert C. (2007). New players, different game: Understanding the rise of for-profit colleges and universities. Baltimore, MD: Johns Hopkins University Press.
K-12 Education Policy
- Patricia Burch
  - Burch, P. and Miglani, N (2018). Tecchnocentrism and social fields in the India EdTech Movement: Formation, Reproduction, and Resistance. Journal of Education Policy, 33-5, 590-616.
  - Bingham, A. and Burch, P. (2018). Navigating Middle of the Road Reforms through Collaborative Community. Democracy and Education , 25(2), Article 1.
  - Burch, P., Good, A and Heinrich, C. (July 2015) Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K–12 Education  Educational Evaluation and Policy Analysis, first published online July 27, 2015.
  - Burch, P and Good, A. (2014). Equal Scrutiny: Privatization and Accountability in Digital Education. Cambridge, MA: Harvard Education Press.
  - Burch, P. & Heinrich, C.J. (2016). Mixed Methods for Policy Research and Program Evaluation. SAGE Publications, Inc.
  - Burch, P. (2009). Hidden Markets: The New Education Privatization. New York: Routledge. The Critical Social Thought Series.
  - *Spillane, J. & Burch, P. (2007). The institutional environment and instructional practice: Changing patterns of guidance and control in public education. In H.D. Meyer & B. Rowan (Eds.), The New Institutionalism in Education. (pp. 87-102). Albany: SUNY Press.
  - Burch, P. (2010). After the fall: Education contracting in the wake of the US and global financial crises. Journal of Education Policy. 26, 33-38.
  - Burch, P. (2010). The bigger picture: Institutional perspectives on interim assessment technologies. Peabody Journal of Education, 85(2), 147-162
  - Burch, P. (2007). The professionalization of instructional leadership in the United States: Competing values and current tensions. Journal of Education Policy, (22)2, 195-214.
  - Burch, P. (2007). Educational policy and practice from the perspective of institutional theory: Crafting a wider lens. Educational Researcher, 36(2), 84-95.
  - Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental educational services and NCLB: Policy assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.
  - Burch, P. (2006). The new educational privatization: Educational contracting and high stakes accountability. Teachers College Record, 108 (12), 2582-2610.
  - Burch, P., Donovan, J., & Steinberg M. (October 2006). The new landscape of educational privatization in the era of NCLB: Markets, supplemental education services and No Child Left Behind. Phi Delta Kappan, 88(2), 86-90.
  - Burch, P. & Spillane, J. (2005). How subjects matter in district office practice: Instructionally relevant policy in urban school district redesign. Journal of Educational Change, 6 (1), 51-76.
  - Burch, P. & Spillane, J. (2003, May). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103(5), 519-535.
  - Spillane, J., Diamond, J., Hallett, T., Halverson, R., & Burch, P. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731-762.
  - Policy Briefs
  - Understanding Supplementary Educational Services (SES): A Guide for Parents and Guardians
    Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum
    
    Comprendiendo los Servicios de Educación Suplementaria (SES): Un guía para padres y guardianes
    Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum
  - The Implementation and Effectiveness of Supplemental Educational Services
    A Review and Recommendations for Program Improvement
    Carolyn Heinrich, University of Texas-Austin; Patricia Burch, University of Wisconsin-Madison”
  - Equal Access to Quality in Federally Mandated Tutoring: Preliminary Findings of a Multisite Study of Supplemental Educational Services (SES)
    Authors: Patricia Burch, Carolyn Heinrich, Annalee Good, and Mary Stewart
- Karen Symms Gallagher
- Adam Kho
  - Zimmer, R., Henry, G. T. & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670-696.
  - Kho, A., Henry, G. T., Zimmer, R. & Pham, L. (2018). How has iZone Teacher Recruitment Affected the Performance of Other Schools? Tennessee Education Research Alliance.
  - Henry, G. T., Zimmer, R., Kho, A., & Pham, L. (2017). Recruitment and Retention of Teachers in Tennessee’s Achievement School District and iZone Schools. Tennessee Education Research Alliance.
- Julie Marsh
  - Allbirght, T.*, Marsh, J., Hall, Tobben, L, M.,* Picus, L., & Lavadenz, M. (In press). Conceptualizing equity in the implementation of California education finance reform. American Journal of Education.
  - Marsh, J. & Hall, M.* (2018) Challenges and choices: A multidistrict analysis of statewide mandated democratic engagement. American Educational Research Journal, 55(2), 243-286.
  - Huguet, A., Farrel, C., & Marsh, J. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376-389.
  - Marsh, J., Bush-Mecenas, S.*, & Hough, H. (2017). Learning from early adopters in the new accountability era: Insights from California’s CORE waiver districts. Educational Administration Quarterly, 53(3), 327-364..
  - Marsh, J., Bush-Mecenas, S.*, Strunk, K.S., Huguet, A.,* & Lincove, J. (2017) Evaluating Teachers in the Big Easy: How organizational context shapes policy responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539-570.
  - Marsh, J. (2016). The political dynamics of district reform: The form and fate of the Los Angeles Public School Choice Initiative. Teachers College Record, 118(9), 1-54.
  - Farrell, C.* & Marsh, J. (2016). A qualitative comparative analysis of teachers’ instructional responses to data. Teaching and Teacher Education, 60, 398-412.
  - Strunk, K. Marsh, J. Hashim, A,* Bush,-Mecenas S.C.* & Weinstein.* (2016). Innovation and a return to the status quo: A mixed-methods study of reconstitution through the lens of organizational learning. Educational Evaluation and Policy Analysis, 38(3), 549-577.
  - Farrell, C.* & Marsh, J. (2016). Metrics matter: How properties of data shape teachers’ instructional responses. Educational Administration Quarterly, 52(3), 423-462.
  - Polikoff, M., Hardaway, T., Marsh, J., & Plank, D. (2016). Who is opposed to Common Core and why? Educational Researcher, 45(4), 263-266.
  - Strunk, K., Marsh, J., Duque, M.* & Bush, S.* (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259-309.
  - Marsh, J., Farrell, C., & Bertrand, M. (2016). Trickle down accountability? How middle school teachers engage students in data use. Educational Policy. Published online August 22, 2014: DOI: 10.1177/0895904814531653
  - Strunk, K. Marsh, J. Hashim, A, Bush, S.C. & Weinstein, T. (2016). The impact of turnaround reform on student achievement: Evidence and insights from the Los Angeles Unified School District. Education Finance and Policy
  - Bertrand, M. & Marsh, J. (2015). Teachers’ sensemaking of data and implications for equity. American Educational Research Journal.
  - Marsh, J., Bertrand, M. & Huguet, A. (2015). Using data to alter instructional practice: The mediating role of coaches and professional learning communities. Teachers College Record.
  - Marsh, J. & Farrell, C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.
  - Marsh, J., Strunk, K., Bush, S., & Huguet, A. (2015). Democratic engagement in district reform: The evolving role of parents in the Los Angeles Public School Choice Initiative. Educational Policy, 29(1), 51-84.
  - Huguet, A. Marsh, J. & Bertrand, M. (2014) Building teachers’ data-use capacity: insights from strong and struggling coaches. Education Policy Analysis Archives, 22(52), 1-26.
  - Marsh, J. & Wohlstetter, P. (2013). Recent trends in intergovernmental relations: The resurgence of local actors in education policy, Educational Researcher, 42(5), 276-283.
  - Marsh, J. & Farrell, C.* (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.
  - Marsh, J., Strunk, K. & Bush, S. (2013). Portfolio district reform meets school turnaround: Early Implementation findings from the Los Angeles Public School Choice Initiative. Journal of Educational Administration, 51(4), 498-527.
  - Yuan, K., Le, V., McCaffrey, D., Marsh, J., Hamilton, L., Stecher, B., & Springer, M. (2013). Incentive pay programs do not affect teacher motivation and reported practices: Results from three randomized studies. Educational Evaluation and Policy Analysis, 35(1), 3-22.
  - Marsh, J. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record, 114(11), 1-48.
  - Marsh, J. (2012). The micropolitics of implementing a school-based bonus policy: The case of New York City’s compensation committees. Education Evaluation and Policy Analysis, 34(2), 164-184.
  - Marsh, J., McCombs, J.S., & Martorell, F. (2012). Reading coach quality: Findings from Florida middle schools. Literacy Research and Instruction, 51(1), 1-26.
  - Stecher, B., Fuller, B., Timar, T. & Marsh, J., (2012). Deregulating School Aid in California: How Districts Responded to Flexibility in Tier 3 Categorical Funds in 2010-11. Technical Report. Santa Monica, CA: RAND and Policy Action for California Education (PACE).
  - Marsh, J., Springer, M. G., McCaffrey, D. F., Yuan, K., Epstein, S., Koppich, J., Kalra, N., DiMartino, C., & Peng, A. (2011). A big apple for educators: New York City’s experiment with schoolwide performance bonuses. Santa Monica, CA: RAND: MG-1114-FPS.
  - Fuller, B., Marsh, J., Stecher, B., & Timar, T. (2011). Deregulating school aid in California. How 10 districts responded to fiscal flexibility. Santa Monica, CA: RAND and PACE.
  - Marsh, J., McCombs, J.S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.
  - Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Education Evaluation and Policy Analysis, 32(3), 372-388.
  - Marsh, J., Gershwin, D., & Kirby, S. (2009). Retaining students in grade: Lessons learned regarding policy design and implementation. Technical Report (TR-677-NYCDOE). Santa Monica, CA: RAND.
  - Marsh, J., Hamilton, L., and Gill, B. (2008). Assistance and accountability in externally managed schools: The case of Edison Schools, Inc. Peabody Journal of Education, 83(3), 423-458.
  - Hamilton, L.S., Stecher, B. Russell, J., Marsh, J., & Miles, J. (2008). Accountability and teaching practices: School-level actions and teacher responses. In Fuller, B., Hannum, E & Henne, M. (Ed.), Strong states, weak schools: The benefits and dilemmas of centralized accountability, Research in Sociology of Education, 16, 31–66
  - Marsh, J., McCombs, J.S., Lockwood, J.R., Martorell, F., Gershwin, D., Naftel, S., Le, V., Shea, M., Barney, H., & Crego, A. (2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND, MG-762-EDU.
  - Stecher, B., Epstein, S. Hamilton, L., Marsh, J., Robyn, A., McCombs, J., Russell, J.& Naftel, S. (2008) Pain and gain: Implementing No Child Left Behind in three states, 2004-2006. Santa Monica, CA.: RAND: MG-784-NSF.
  - Ikemoto, G. & Marsh, J. (2007). Cutting through the “data driven” mantra: Different conceptions of data-driven decision-making. In Moss, P.A. (Ed.), Evidence and decision making: National Society for the Study of Education Yearbook 2007, 106(1).
  - Marsh, J. (2007). Democratic dilemmas: Joint work, education politics, and community. Albany, NY: SUNY Press.
  - Hamilton, L., Stecher, B., Marsh, J., McCombs, J.S., Robyn, A., Russell, J.L., Naftel, S., & Barney, H. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND, MG-589-EDU.
  - Kerr, K., Marsh, J., Ikemoto, G., Darilek, & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520.
  - Marsh, J., Pane, J.F., & Hamilton, L.S. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. RAND Occasional Paper (OP-170-EDU). Santa Monica, CA: RAND.
  - Marsh, J., Kerr, K., Ikemoto, G., Darilek, H., Suttorp, M.J., Zimmer, R., & Barney, H. (2005). The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: RAND, MG-361-WFHF.
  - Gill, B., Hamilton, L., Lockwood, J.R., Marsh, J., Zimmer, R., Hill, D., & Pribesh, S. (2005). Inspiration, perspiration, and time: Operations and achievement in Edison Schools. Santa Monica, CA: RAND. MG-351-EDU.
  - Hightower, A., Knapp, M., Marsh, J., & McLaughlin, M. (Eds.) (2002). School districts and instructional renewal. New York: Teachers College Press.
- Morgan Polikoff
- David M. Quinn
- Rachel Sue White
  - White, R. (2018). Who do state policymakers listen to? The case of teacher evaluation policy. Phi Delta Kappan, 99(8), 13-18.
  - Mavrogordato, M., & White, R. (2017). Reclassification variation: How policy implementation guides the process of exiting students from English learner status. Educational Evaluation and Policy Analysis, 39(2), 281-310.
  - Schneider, J., Jacobsen, R., White, R., & Gehlbach, H. (2018). The (Mis)measures of schools: How data affect stakeholder knowledge and perceptions of quality. Teachers College Record, 120(6) (Advanced online publication ID No: 21842)
  - Jacobsen, R., White, R.S., & Reckhow, S. (2016). Cultivating political powerhouses: TFA corps members’ experiences that shape local political engagement. Education Policy Analysis Archives, 24(18).
  - Saultz, A., White, R.S., McEachin, A., Fusarelli, L.D., & Fusarelli, B.C. (in press). Teacher quality, distribution and equity under ESSA. Journal of School Leadership.
  - White, R. (2018). Who do state policymakers listen to? The case of teacher evaluation. Phi Delta Kappan, 99(8), 13-18.
Educational Psychology
- Stephen J. Aguilar
- Ron Avi Astor
  - Astor, R.A., & Benbenishty, R. (in press 2018). Bullying, School Violence, and Climate in Evolving Contexts: Culture, Organization and Time. Oxford University Press.
  - Astor, R.A & Astor R.L (2018 in press). Stepping Over-Pesach: A Collection of Poems Over Lifetimes. Los Angeles, Figueroa Press (USC).
  - Astor, R.A. & Benbenishty, R. (2018) Mapping and monitoring bullying and violence: Building a safe school climate. Oxford University Press
  - Astor, R.A., Jacobson, L., Wrabel, S., Benbenishty, R., & Pineda, D. (2018) Welcoming practices: Creating schools that support students and families in transition. Oxford University Press.
  - Benbenishty R., & Astor (in press). Conceptual foundations and ecological influences of school violence, bullying, and safety. In Meyer, M.J. & Jimerson, S. (Eds). School Safety and Violence Prevention: Science, Practice, and Policy Driving Change: Washington D.C. American Psychological Association.
  - Benbenishty, R., & Astor, R. A. (in press). School violence and bullying in evolving ecological contexts. In E. Debarbieux (Ed.) La ecole face a la violence: Decrir, expliquer, agir. Armand Colin. [French].
  - Capp, G. P., Moore, H., Pitner, R., Iachini, A.L., Astor, R. A., Benbenishty, R. & Berkowitz, R. (2017). Promoting school safety: How educators and school leaders can address and prevent school violence and victimization. In Noblit, G.W. (Ed.) Oxford Research Encyclopedia of Education. New York: Oxford University Press.
  - Berkowitz, R., Astor, R. A., Pineda, D., De Pedro, K., Weiss, E., & Benbenishty, R. (in press). Parents’ perceptions of school climate and school support in California. Urban Education.
  - Siegel, A., Esqueda, M., Berkowitz, R., Sullivan, K., Astor, R.A., Benbenishty, R. (in press). Welcoming parents to their child’s school: Practices supporting students with diverse needs and backgrounds. Education and Urban Society.
  - Benbenishty, R., Siegel, A., & Astor, R. A. (in press) School-related experiences of adolescents in foster care: A comparison with their high school peers. American Journal of Orthopsychiatry.
  - Pitner, R., Moore, H., Capp, G. & Benbenishty, R. Astor, R.A, (2017). Prevention of violence, aggression, and bullying in schools. In P. Sturmey, (Ed.) The Wiley handbook of violence and aggression. Hoboken, NJ: Wiley.
  - Iachini, A.L., Berkowitz, R., Moore, H., Pitner, R., Astor, R.A., & Benbenishty, R. (2017). School Climate. In C. Franklin (Ed.) Encyclopedia of Social Work Online (ESWO). New York: Oxford University Press.
  - Berkowitz, R., Iachini, A., Moore, H., Pinter, R., Astor, R.A., & Benbenishty, R. (2017). School Climate. In Noblit, G.W. (Ed.) Oxford Research Encyclopedia of Education. New York: Oxford University Press.
  - Pitner, R., Moore, H., Capp, G., Iachini, A.L., Berkowitz, R., Benbenishty, R., & Astor, R.A. (2017). School safety, victimization, and bullying: An overview of violence interventions and monitoring approaches. In C. Franklin (Ed.) Encyclopedia of Social Work Online (ESWO). New York: Oxford University Press.
  - Berkowitz, R., Moore, H., Astor, R.A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87, 425-469. doi:10.3102/0034654316669821
  - Capp, G.P., Benbenishty, R., Moore, H., Pineda, D., Astor, R.A., Castillo, B., De Pedro, K.M. (2017). Partners at learning: A service-learning approach to serving public school students from military families. Military Behavioral Health, 1-10
  - Benbenishty R., & Astor, R.A. (2017) Ecological theoretical foundations of school bullying and school safety. In Debarbiex (Ed). Intervening with school violence and bullying in France. French Ministry of Education.
  - Moore, H., Benbenishty, R. Astor, R.A., & Rice, E. (2017). The positive role of school climate on school victimization, depression and suicidal ideation among school-attending homeless youth. Journal of School Violence, 1-13.
  - Capp, G.P., Astor, R.A., Benbenishty, R., Weiss, E., Pineda, D. (2017). School staff perceptions of military-connected students in civilian public schools: Implications for teachers, counselors, and school staff. Military Behavioral Health, 5(2), 147-156.
  - De Pedro, K. T., Pineda, D., Capp, G., Moore, H., Benbenishty. R., & Astor, R. A. (2017). Implementation of a school district-wide grassroots antibullying initiative: A school staff and parent-focused evaluation of Because Nice Matters. Children & Schools, 39, 137-145. DOI: 10.1093/cs/cdx008
  - Astor, R.A., Capp, G. Moore, H., & Benbenishty, R. (2016). Lessons from monitoring social emotional learning in Israel and California schools. In R.H. Shute & P.T. Slee (Eds.) Mental health and wellbeing through schools: The way forward (pp. 173-186). Hove: Routledge
  - Estrada, J.N, Gilreath, T. Sanchez, C.Y. & Astor, R.A., (2016). Associations between school violence, military connection, and gang membership California secondary schools. American Journal of Orthopsychiatry.
  - Castillo, B., Moore, H., De-Pedro, K., Capp, G., Pineda, D., Astor, R.A. & Benbenishty, R. (2016). An evaluation of the use of educational resource guides for military students in public schools. Military Behavioral Health, 5(2), 172-177.
  - Berkowitz R., Glickman H., Benbenishty R., Ben-Artzi E., Raz T., Lipshtadt N. & Astor R.A. (2016) Les relations entre milieu social, climat scolaire et réussite scolaire en Israël: les hypothèses de compensation, de médiation et de modération, Éducation et formations, n° 88-89, MEN-DEPP
  - Benbenishty, R., Astor R.A., Roziner I., & Wrabel, S. (2016). Testing the causal links between school climate, school violence, and school academic performance: A cross-lagged panel autoregressive model. Educational Researcher, 45(3), 197-206.
  - Pitner, R.O., Astor, R.A., Benbenishty, R. (2015). Violence in schools. In P.A. Meares (Ed.) Social work services in schools, seventh edition. Boston, MA: Allyn & Bacon, Chapter 11.
  - Capp, G.P., Berkowitz, R., Sullivan, K.S., Astor, R.A., De Pedro, K.T., Gilreath, T.D. & Rice, E., (2016). Adult relationships in multiple contexts and associations with adolescent mental health. Research on Social Work Practice, 26(6), 622-629.
  - Berkowitz, R., Glickman, H., Benbenishty, R., Ben-Artzi, E., Raz, T., Lipshtadt, N., & Astor, R. A. (2015). Compensating, mediating, and moderating effects of school climate on academic achievement gaps in Israel. Teacher’s College Record, 117, 1-34.
  - De Pedro, K.T., Astor, R.A., Gilreath, T., Benbenishty, R., & Berkowitz, R (2016). Examining the relationship between school climate and peer victimization among students in military-connected public schools. Violence and Victims, 31(4), 751-767.
  - Siegel, A., Benbenishty, R., & Astor, R.A. (2016). A comparison of adolescents in foster care and their peers in high school: A study of substance use behaviors and attitudes. Journal of Child & Adolescent Substance Abuse, 25(6), 530-538.
  - Estrada, J.N., Gilreath, T.D., Astor, R.A., & Benbenishty, R. (2016). A statewide study of gang membership and violent behaviors in California secondary schools. Youth & Society, 48(5), 720-736, DOI: 10.1177/0044118X14528957.
  - Sullivan, K.S., Capp, G., Gilreath, T., Benbenishty, R., Roziner, I., & Astor, R.A., (2015). Substance abuse and other adverse outcomes for military-connected youth in California: Results from a large-scale normative population survey. JAMA Pediatrics, 169(10), 922-928.
  - Gilreath, T. D., Wrabel, S., Sullivan, K. S., Capp, G. P. Roziner, I., Benbenishty, R., Astor, R.A. (2015). Suicidality among military-connected adolescents in California schools. European Child and Adolescent Psychiatry, 25(1), 61-66.
  - Pitner, R.O., Marachi, R., Astor, R.A., & Benbenishty R. (2015). Evidence-based violence prevention programs and best implementation practices. In A.R. Roberts (Ed). Social worker’s desk reference, (3rd Edition) (pp. 1050-1068). N.Y. Oxford University Press, Chapter 134.
  - Sullivan, K.S., Benbenishty, R., Astor, R.A., Capp, G., Gilreath, T., & Rice, E. (2015). The impact of maternal and paternal deployment on depressive symptoms and wellbeing among military-connected youth. Military Behavioral Health, 3(3), 182-189 DOI: 10.1080/21635781.2015.1038402
  - Garcia, E., De Pedro, K. T., Astor, R.A., Lester, P., & Benbenishty, R. (2015). FOCUS school-based skill-building groups: Training and implementation. Journal of Social Work Education 51 (sup1), S102-S116. DOI: 10.1080/10437797.2015.1001292
  - De Pedro, K.T., Astor, R.A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2015). School climate, deployment, and mental health among students in military-connected schools. Youth & Society, 1-12, DOI: 0044118X15592296.
  - Gilreath, T.D., Astor, R.A., Estrada, J.N., Benbenishty, R., & Unger, J. B. (2014). School victimization and substance use among adolescents in California. Prevention Science. DOI: 10.1007/s11121-013-0449-8
  - De Pedro, K.T., Esqueda, M.C., Cederbaum, J.A., & Astor, R.A. (2014). District, school, and community stakeholder perspectives on the experiences of military-connected students. Teachers’ College Record, 116(5), 1-32.
  - De Pedro, K.T., Astor, R.A., Gilreath, T.D., Benbenishty, R., & Esqueda, M.C. (2014). School climate perceptions among students in military-connected schools: A comparison of military and non-military students from the same schools. Military Behavioral Health, 2, 3-13.
  - Atuel, H.R., Gilreath, T.D., Astor, R.A., Cederbaum, J.A., Benbenishty, R., & Pineda, D. (2014). Bullying and discrimination experiences of military-connected students attending public secondary schools. Military Behavioral Health, 2, 147-152. DOI: doi:10.1080/21635781.2014.910090.
  - Benbenishty, R., & Astor, R.A. (2014). Children's victimization in school. In: Michalos AC (Ed.). Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht, Netherlands: Springer, 803-809.
  - De Pedro, K.T., Atuel, H., Malchi, K., Esqueda, M. C., Benbenishty, R., & Astor, R. A. (2014). Responding to the needs of military students and military-connected schools: The perceptions and actions of school administrators. Children and Schools.
  - Gilreath, T. D., Estrada, J. N., Pineda, D., Benbenishty, R., & Astor, R. (2014) Development and use of the California Healthy Kids Survey Military Module to support students in military-connected schools. Children and Schools.
  - Astor R. A. and Benbenishty R. (2014). Supporting military-connected students: The role of school social work. Children and Schools.
  - Berkowitz, R., De Pedro, K.T., Couture, J., Benbenishty, R., & Astor, R.A. (2014). Military parents’ perceptions of public school supports for heir children. Children and Schools.
  - Cederbaum, J.A, Malchi, K., Esqueda, M. C., Benbenishty. R., Atuel, H.R., & Astor, R. A. (2014). Student-instructor assessments: Examining the skills and competencies of social work students placed in military-connected schools. Children and Schools.
  - Benbenishty, R. & Astor, R. A. (2014). Expanding the scope of research on military children: Studying adversity, resilience and promotion in normative social contexts. Social Policy Report, 23 (3), 21-27.
  - Gilreath, T.D., Astor, R.A., Cederbaum, J.A., Atuel, H.R., & Benbenishty, R. (2013). School violence and victimization among military connected youth. Preventive Medicine. http://dx.doi.org/10.1016/j.ypmed.2013.12.002
  - Estrada, J.N., Gilreath, T.D., Astor, R. A., & Benbenishty, R. (2013). Gang membership, school violence, and the mediating effects of risk and protective behaviors in California high schools: Journal of School Violence. doi:10.1080/15388220.2013.846860
  - Cederbaum, J.A., Gilreath, T.D., Benbenishty, R., Astor, R.A., & Pineda, D., De Pedro, K.T., Esqueda, M.C., & Atuel, H.R. (2013). Wellbeing and suicidal ideation of public middle/high school students by military-connectedness. Journal of Adolescent Health. DOI: 10.1016/j.jadohealth.2013.09.006
  - Astor, R.A., De Pedro, K., Gilreath, T., Esqueda, M., & Benbenishty, R. (2013). The promotional role of community, school, family, and peer contexts for military students in wartime. Clinical Child and Family Psychology Review. DOI 10.1007/s10567-013-0139-x
  - Astor, R.A., Cornell, D.G., Espelage, D.L., Furlong, M.J., Jimerson, S.R., Mayer, M.G. et al. (2013). A call for more effective prevention of violence. The School Psychologist, 67(2), 40-43.
  - Interdisciplinary Group on Preventing School and Community Violence (2013): December 2012 Connecticut School Shooting Position Statement. Journal of School Violence, 12(2), 119-133.
  - Estrada, J. N., Gilreath, T., Astor, R. A., & Benbenishty, R. (2013). Gang membership of California middle school students: Behaviors and attitudes as mediators of school violence. Health Education Research. Advance Access published March 22. 2013, doi:10.1093/her/cyt037,
  - Gilreath, T.D., Astor, R.A., Estrada, J.N., Johnson, R., Benbenishty, R., & Unger, J.B. (2013). Substance use among adolescents in California: A latent class analysis. Substance Use and Misuse. doi: 10.3109/10826084.2013.824468
  - Gilreath, T.D., Cederbaum, J.A., Astor, R.A., Benbenishty, R., Pineda, D., & Atuel, H. (2013). Substance use among military-connected youth: The California Healthy Kids Survey. American Journal of Preventive Medicine, 44(2), 150-153.
  - American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association. (Astor, R.A., Co-Chair with Espelage D.)
  - Astor, R.A. Military kids at higher risk of suicidal thoughts. (2013, December). Huffington Post. Retrieved from http://www.huffingtonpost.com/ron-avi-astor/military_kids_b_4318573.html
  - Astor, R.A., Creating the schools we want for our children. (2013, December). Education Week. http://blogs.edweek.org/edweek/op_education/2013/12/creating_the_schools_we_want_f.html
  - Esqueda, M., Astor, R.A. & De Pedro, K. (2012). A call to duty: Educational policy and school reform addressing the needs of children from military families. Educational Researcher, 41, 65-70.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Pineda, D., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A pupil personnel guide to creating supportive schools for military students. New York: Columbia University, Teachers College Press.
  - Astor, R.A. Making Universities and Colleges More Military Friendly (2012, October). Huffington Post. Retrieved from http://www.huffingtonpost.com/ron-avi-astor/veterans-college- education-_b_1958796.html
  - Astor, R.A. Educational opportunity for military children (2012, March). Huffington Post. Editorial. http://www.huffingtonpost.com/ron-avi-astor/military-children-education_b_1386074.html
  - Astor, R.A., Meyer-Reynolds, H., Benbenishty, R., Pat-Horenczyk, R., Brom, D., Baum, N., Schiff, M. & De Pedro, K. (2012). The influence of the Second Lebanon-Israeli War on Israeli students in urban school settings: Findings from the Nahariya District-wide screening process. In Gallagher, K.S., Goodyear, R., Brewer, D., & Rueda, R (Eds.) Urban education: A model for leadership and policy. (pp. 218-240). New York: Routledge.
  - Benbenishty, R., & Astor, R. A. (2012). Making the case for an international perspective on school violence: Implications for theory, research, policy, and assessment. In S. R. Jimerson, A.B. Nickerson, M.J. Mayer & M. J. Furlong (Eds). Handbook of school violence and school safety: International research and practice, Second Edition. (pgs. 15-26) New York: Routledge.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A school administrator’s guide to creating supportive schools for military students. New York: Columbia University, Teachers College Press.
  - Benbenishty, R., & Astor, R. A. (2012). Monitoring school violence in Israel, National studies and beyond: Implications for theory, practice, and policy. In S. R. Jimerson, A.B. Nickerson, M.J. Mayer & M. J. Furlong (Eds). Handbook of school violence and school safety: International research and practice. Second Edition. (pgs. 191-202) New York: Routledge.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A teacher’s guide to supporting military students in the classroom. New York: Columbia University, Teachers College Press.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Cederbaum, J., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A military parent’s guide to supporting their children in School. New York: Columbia University, Teachers College Press.
  - Chen, J.K. & Astor, R.A. (2012). School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools.Youth & Society, 44(2), 175-200.
  - Marachi, R., Astor, R.A. & Benenishty, R. (2012). An overview of best violence prevention practices in schools. In C. Franklin, M.B. Harris & P.A. Meares (Eds). The school services sourcebook, Second Edition. New York: Oxford University Press.
  - Schiff, M., Pat-Horenczyk, R., Benbenishty, R., Brom, D., Baum, N. & Astor, R.A. (2012). High school students posttraumatic symptoms, substance use and violence perpetration in the aftermath of war. Social Science and Medicine, 75(7), 1321-1328
  - Chen, J. K. & Astor, R.A. (2011). School engagement, risky peer, and student-teacher relationships as mediators of school violence in Taiwanese vocational vs. academically oriented high schools. Journal of Community Psychology, 39 (1), 10-30.
  - De Pedro, K., Astor, R.A., Benbenishty, R, Estrada, J.N., Smith, G.A., Esqueda, M.C. (2011). The children of military service members: Challenges, resources, and future educational research. Review of Educational Research, 81 (4), 566-618.
  - Astor, R.A., Benbenishty, R., Shadmy, H., Raz, T., Algersy, E., Zeharia, M., Ratner, D., & De Pedro, K. (2011). No school left behind: merging Israel’s national academic and school safety monitoring system and matching data-driven interventions for each school (Chapter 8). In J.S. Hoffman , L. Knox & R. Cohen (EDs.) Beyond Suppression: Global Perspectives on Youth Violence (Part of Global Crime and Justice. Graeme R. Newman, Series Editor). Santa Barbara CA. Praeger.
  - Astor, R.A. & Benbenisthy, R.(avril-juin 2011). Supervision de la violence en milieu scolaire en Israël. L'école face au défi de la sécurité : Cahiers de la sécurité, 16, 150-162, Institut national des hautes études de la sécurité et de la justice (INHESJ).
  - Pitner, R.O., Astor, R.A., Benbenishty, R., Haj-Yahia, M., & Zeira, A. (2011) Putting context into a cultural perspective: Examining Arab and Jewish adolescents’ judgments and reasoning about spousal violence. Violence Against Women, 17 (5), 584-602.
  - Pat-Horenczyk, R., Brom, D., Baum, N., Benbenishty, R., Schiff, M., & Astor, R.A. (2011). A City-Wide School-Based Model for Addressing the Needs of Children Exposed to Terrorism and War (Chapter 13). In V. Ardino (Ed). Post-traumatic syndromes in children and adolescents. London UK. Wiley/Blackwell Press.
  - Astor, R. A. (2011 Commentary). Making sure children from military families are not left behind. Huffington Post.http://www.huffingtonpost.com/ron-avi-astor/making-sure-children-in-m_b_849055.html
  - Green J., Furlong, M., Astor, R.A, Benbenishty, R. & Espinoza, E. (2011) Assessing school victimization in the United States, Guatemala, and Israel: Cross-cultural psychometric analysis of the School Victimization Scale. Victims and Offenders, 6 (3), 1-16.
  - Chen, J. K. & Astor, R.A. (2011). Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of school violence in Taiwanese elementary schools. Health Education Research. 26(1), 150-166.
  - Astor, R. A. (2011 Commentary). The need to support students from military families. Education Week, http://www.edweek.org/ew/articles/2011/06/08/33astor_ep.h30.html
- Ruth H. Chung
- Ginger Clark
  - Clark, G. (in press). Using technology to enhance supervision at USC. In L. Stretch, D.M. Nagel & K. Anthony (Eds.), Mental Health and the Impact of Technological Development (2nd ed.). Charles C. Thomas Publisher: Springfield, IL.
  - Clark, G. & Swerling, J. (2012). Creating changes for NTT faculty within a decentralized university environment. In A. Kezar (Ed.), Embracing non-tenure track faculty: Changing campuses for the new faculty majority (pp. 162-177). Rutledge: NY.
  - Clark, G. (2010). Traditional uses of technology in counseling education and supervision. In K. Anthony & D. Nagel (Eds.), Mental Health and the Impact of Technological Development. Charles Thomas Publisher: Springfield, IL.
  - Clark, G. (2009, June). Striving for mediocrity: Accepting with gratitude the death of my dreams. Feminist Psychologist, 36(3), pp. 9, 35.
  - Clark, G., Horan, J. J., Tompkins-Bjorkman, A., Kovalski, T. M., & Hackett, G. (2000). Interactive career counseling on the Internet. Journal of Career Assessment, 8 (1), 85-93.
  - Hanish, C., Horan, J. J., Keen, B., & Clark, G. (1998). A note on the empirical futility of labor-intensive scoring permutations for assessing scholarly productivity: Implications for research, promotion/tenure, and mentoring. Education Policy Analysis Archive, 6, (15) ISSN 1068-2341.
  - Clark, G. & McWhirter, J. J. (1997). Brief Note Review [Review of Mary-Joan Gerson's book The Embedded Self: A psychoanalytic guide to family therapy]. Contemporary Psychology, 42, (7), p. 650.
- Mary Helen Immordino-Yang
  - Read Selected Blog Posts by Mary Helen:
  - Immordino-Yang, M.H. (2015, Oct. 10) Response to, To teach grit or not to teach grit: That is the question. Invited blog post published on Education Week Teacher.
    http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/10/response_to_teach_grit_or_not_to_teach_grit_-_that_is_the_question.html
  - Immordino-Yang, M.H. (2015, March 21) Rest is not idleness in the brain: Why kids may need downtime and opportunities for reflection to develop a strong sense of self and a moral compass. The People’s Science: Creating a conversation between scientists and the public. https://thepeoplesscience.forumbee.com/t/80hv4g
  - Selected Publications in Human Development and Education - See CV for Full List
    (*Signifies student/postdoc author at time of submission)
  - Immordino-Yang, M.H. & *Gotlieb, R. (2017, in press) Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue.
  - Immordino-Yang, M.H. (2016) Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences. 3(2), 211-219 http://journals.sagepub.com/doi/abs/10.1177/2372732216656869
  - *Gotlieb, R., *Hyde, E., Immordino-Yang, M.H., Kaufman, S.B. (2016) Cultivating the Social-Emotional Imagination in Gifted Education: Insights from Educational Neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31.
  - Immordino-Yang, M.H. & Christodoulou, J.C. (2014) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education. (pp.607-624) New York, NY: Taylor and Francis/Routledge
  - Immordino-Yang, M.H., *Christodoulou, J., *Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364.
  - Immordino-Yang, M.H. & Singh, V. (2011). Perspectives from social and affective neuroscience on the design of digital learning technologies. In R. Calvo & S. D'Mello (Eds.), New Perspectives on Affect and Learning Technologies. (pp.233-241) Sydney: Springer
  - Immordino-Yang, M.H. & Sylvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology, 35(2), 110-115.
  - Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In V.G. Aukrust (Ed.), International Encyclopedia of Education, 3rd Edition. (pp.310-316) Oxford: Elsevier.
  - Immordino-Yang, M.H. & Faeth, M. (2009). The role of emotion and skilled intuition in learning. (pp.66-81). In D.A. Sousa (Ed.), Mind, Brain, and Education. Bloomington, IN: Solution Tree Press.
  - Immordino-Yang, M.H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.
  - Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain and Education, 1(2), 67-83.
  - Immordino-Yang, M.H. & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10.
  - Selected Publications in Psychology and Social Neuroscience – See CV for Full List
    (*Signifies student/postdoc author at time of submission)
  - Immordino-Yang, M.H. & *Yang, X.-F. (2017, in press) Cultural differences in the neural correlates of social-emotion experiences: An interdisciplinary, developmental perspective. Current Opinion in Psychology, Special Issue on Emotion.
  - Venkatraman, A., Edlow, B. & Immordino-Yang, M.H. (2017) The brainstem in emotion: A review. Frontiers in Neuroanatomy, doi.org/10.3389/fnana.2017.00015.
  - Dehghani, M., Boghrati, R., *Man, K., Hoover, J., *Gimbel, S., Vaswani, A., Immordino-Yang, M.H., Gordon, A., Damasio, A.R., Kaplan, J. (2017) Decoding the Neural Representation of Story Meanings across Languages. Journal of Experimental Psychology: General
  - *Yang, X.-F., Immordino-Yang, M.H. (2017). Culture and cardiac vagal tone independently influence emotional expressiveness. Culture and Brain, 5(1) 36-49. DOI 10.1007/s40167-017-0048-9
  - Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2016) Cultural modes of expressing emotions influence how emotions are experienced. Emotion 16(7), 1033-1039. doi: 10.1037/emo0000201
  - Kaplan, J., *Gimbel, S., Dehghani, M., Immordino-Yang, M.H., Segae, K., Damasio, H., Gordon, A., & Damasio, A. (2016). Processing narratives concerning protected values: A cross-cultural investigation of neural correlates. Cerebral Cortex. doi: 10.1093/cercor/bhv325
  - *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2016) Neural mediators of the intergenerational transmission of family aggression. Development and Psychopathology, 28(02), 595-606.
  - *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2015) Neural correlates of adolescents’ viewing of parents’ and peers’ emotions: Associations with risk-taking behavior and risky peer affiliations. Social Neuroscience, 10(6), 592-604.
  - Immordino-Yang, M.H. (2015) Embodied brains, social minds: Toward a cultural neuroscience of social emotion. In, Chiao, J., Li, S.-C., Seligman, R., Turner, R. (Eds.), Oxford Handbook of Cultural Neuroscience. Oxford: U.K.: Oxford University Press.
  - Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2014) Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience. 8:728. doi: 10.3389/fnhum.2014.00728
    NOTE: From approximately 3 weeks after its release, this article has ranked in the top 5% of all published articles for attention received. In November, 2015 this article was named a “tier-climbing” selection and a focused review paper was invited.
  - Dehghani, M., Immordino-Yang, M. H., Graham, J., Marsella, S., Forbus, K., Ginges J., Tambe, M. & Maheswaran, R. (2014). Computational Models of Moral Perception, Conflict & Elevation. Proceedings of the International Association for Computing and Philosophy.
  - Sagae, K., Gordon, A. S., Dehghani, M., Metke, M., Kim, J.S., *Gimbel, S.I., *Tipper, C., Kaplan, J. & Immordino-Yang, M.H. (2013) A data-driven approach for classification of subjectivity in personal narratives. Proceedings of the 2013 Workshop on Computational Models of Narrative, 32, 198-213, OASIcs, Scholss Dagstuhl.
  - Immordino-Yang, M.H. (2013). Studying the Effects of Culture by Integrating Neuroscientific with Ethnographic Approaches. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(1), 42-46.
  - Immordino-Yang, M.H. & *Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. doi: 10.1002/hbm.21485 (First published online: 2011)
  - Chiao, J. & Immordino-Yang, M.H. (2013). Modularity and the cultural mind: Contributions of cultural neuroscience to cognitive theory. Perspectives on Psychological Science, 8(1), 56-61.
  - *Yang, X., *Bossman, J., *Schiffhauer, B., *Jordan, M., Immordino-Yang, M.H. (2013). Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing. Frontiers in Cognitive Science, 3:592. doi: 10.3389/fpsyg.2012.00592
  - *Saxbe, D., *Yang, X., *Borofsky, L., Immordino-Yang, M. H. (2013). The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience, 8, 806-812 doi: 10.1093/scan/nss075. (First published online: 2012)
  - Immordino-Yang, M.H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220.
  - Immordino-Yang, M.H., *McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026.
    NOTE: This paper received the 2010 Cozzarelli Prize from the PNAS editorial board.
    Commentary: Haidt, J. & Morris, J. (2009). Finding the self in self-transcendent emotions. Proceedings of the National Academy of Sciences, 106(19), 7687-7688.
  - Selected Laboratory Conference Papers/Posters
    (Contact Mary Helen for others not listed)
  - Yang, X.-F. & Immordino-Yang, M. H. (November, 2013). Resting cardiac vagal tone is inversely related to intrinsic functional connectivity within the salience network. Poster presented at the Annual meeting of the Society for Neuroscience, San Diego, CA.
  - Yang, X.-F., Wong, S. W. H. & Immordino-Yang, M. H. (June, 2012). Heart rate deceleration predicts BOLD activity in default mode regions during emotion processing. Presented as a poster and invited talk at the 18th annual meeting of Human Brain Mapping, Beijing, China.
  - Yang, X.-F., Pavarini, G., Schnall, S., Immordino-Yang, M. H. (May, 2012). Spontaneous gaze aversion during interview-induced moral elevation predicts subsequent default network activation. Presented at the 2012 Association for Psychological Science Convention, Chicago, IL.
- Robert Rueda
  - Books
  - Gallagher, K. S., Goodyear, R. K., Brewer, D. J., & Rueda, R. (2012). Urban education: A model for leadership and policy. NY: Routledge.
  - Rueda, R. (2011). The 3 dimensions of improving student performance: Matching the right solutions to the right problems. NY: Teachers College Press.
  - Morrow, L. M., Rueda, R., & Hartman, D. K. (2011). Section Co-editors for Section III. History and Theoretical Perspectives in D. Lapp & D. Fisher, The Handbook of Research on Teaching the English Language Arts. Lawrence Erlbaum/Taylor Francis.
  - Morrow, L., Rueda, R., & Lapp, D. (2009). Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Press.
  - August, D., & T. Shanahan (Eds.), (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum, Pub. [Panel Member]
  - Committee on Minority Representation in Special Education (member). M. S. Donovan and C. T. Cross (Eds). (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. [Committee Member]
  - Recent Journal Articles
  - Rueda, R., & Stillman, J. (2012). The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245-253.
  - Sun, J. C.-Y. and Rueda, R. (2011), Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. doi: 10.1111/j.1467-8535.2010.01157.x
  - Andreeva VA, Cockburn MG, Yaroch AL, Unger JB, Rueda R, Reynolds KD. (2011). Preliminary evidence for mediation of the association between acculturation and sun-safe behaviors. Archives of Dermatology, 147(7), 814-819. doi:10.1001/archdermatol.2011.145
  - Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children’s reading engagement in Latino families. Literacy Research and Instruction, 50, 133-155.
  - Quirk, M., Unrau, N., Ragusa, G., Rueda, R., Lim, H., Bowers, E., Velasco, A., Fujii, K., Nemerouf, A., & Loera, G. (2010). Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology, 31(93-120). doi: 10.1080/02702710902754051.
  - Hayes, K., Rueda, R., & Chilton, S. (2009). Scaffolding language, literacy, and academic content in English and Spanish: The linguistic highway from Mesoamerica to Southern California. English Teaching: Practice and Critique, 8(2), 137-166.
  - Monzo, L., & Rueda, R. (2009). Passing as English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40.
  - Recent Chapters
  - Yaden, D. B., Rueda, R., Martinez, C., Mirzaei, A., Scott-Weich, B., Tardibuono, J., & Tsai, T. (in press). A cross-linguistic perspective on studies using psycho-and micro-genetic design elements and methodology to assess young children’s understandings of reading, writing and spelling. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research Methods in Early Childhood Education. Charlotte, N.C.: Information Age.
  - Rueda, R. (2013). 21st-century skills: Cultural, linguistic, and motivational perspectives. In D. Alverman & N. Unrau (Eds.), Theoretical models and processes of reading, 6th Ed. (pp. 1241-1267). Newark, NJ: International Reading Association.
  - Rueda, R., & Ragusa, G. (2012). Social capital. In J. Banks (Ed.), Encyclopedia of diversity in education. (pp. 1967-1969). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n623
  - Rueda, R. (2012). An activity-based approach to promoting equity in community college settings: Considering process and outcomes. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 159-190). Sterling, VA: Stylus.
  - Bustillos, L. T., Rueda, R., with Hentschel, D., Kinney, D., Love, J., Magee, I., Payne, N., Plotquin, H., & Wolf, R. (2012). The Math Project at Los Angeles City College. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 117-137). Sterling, VA: Stylus.
  - Bustillos, L. T., Rueda, R., & Bensimon, E. M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural Practices. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities.(pp. 199-213). New York: Peter Lang.
  - Rueda, R. (2010). Cultural perspectives in reading: Theory and research. In M. L. Kamil, P. D. Pearson, P. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, Vol. IV. (pp. 84-104). New York: Routledge.
  - Rueda, R., Lim, H. J., O’Neil, H., Baker, E., Griffin, N., Brockman, S., & Sirotnik, B. (2010). Ethnic differences in students’ approaches to learning: Self-regulatory cognitive and motivational predictors of academic achievement for Latino/a and White college students. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Cognition, Computers, and Collaboration in Education. (p. 133-162). New York: Springer.
  - Rueda, R. & Ragusa, G. (2010). English Language Learners with Special Needs. In: P. Peterson, E. Baker, & B. McGaw, (Eds.), International Encyclopedia of Education. volume 2, pp. 701-707. Oxford: Elsevier.
  - Rueda, R., & Monzo, L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B. Algozzine, & F. Spooner (Eds.), Publish, flourish, and make a difference. (pp. 59-74). Arlington, VA: Council for Exceptional Children.
  - August, D., Goldenberg, C., & Rueda, R. (2010). Restrictive state language policies: Are they scientifically based? In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.(pp. 139-158). New York: Teachers College Press.
- David Schwartz
  - Cillessen, Antonius; Schwartz, David; Mayuex, Lara (Ed.). (2011). Popularity in the Peer System. New York: Guilford.
- Gale M. Sinatra
  - Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2018). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness, 11(2), 217-239. DOI: 10.1080/19345747.2017.1390025
  - Kim, A.*, Sinatra, G. M. & Seyranian, V*. (2018). Developing a STEM identity among young women: A social identity theoretical perspective. Review of Educational Research, 88(4), 589–625. DOI: 10.3102/0034654318779957
  - Heddy, B. C. & Sinatra, G. M. (2017). Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention. Science Education, 101(5), 765-786. DOI: 10.1002/sce.21292
  - Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2017). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2017.1390025
  - Sinatra, G. M. & Hofer, B. K. (2016). Public understanding of science: Policy and educational implications. Policy Insights from the Behavioral and Brain Sciences. 3(2), 245-253, DOI: 10.1177/2372732216656870
  - Sinatra, G. M., *Mukhopadhyay, A. & Albright, T. Marsh, J. A., Polikoff, M. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110(3), 308-316. DOI: 10.1080/00220671.2016.1273178
  - Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2015). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist. Published online first December 8, 2015. http://dx.doi.org/10.1080/00461520.2015.1113134.
  - Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G. M., Trevors, G., Meier, E., Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168-183. DOI: 10.1016/j.learninstruc.2015.06.003
  - Sinatra, G. M., Heddy, B. C. & Lombardi, D. (2015) The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13, DOI: 10.1080/00461520.2014.1002924
  - Journal Articles (refereed)
  - Sinatra, G. M., Kienhues, D. & Hofer, B. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist. DOI: 10.1080/00461520.2014.916216.
  - Lombardi, D., Seyranian, V. & Sinatra, G. M. (2014). Source effects and plausibility judgments when reading about climate change. Discourse Processes, 51(1-2), 75-92, DOI:10.1080/0163853X.2013.855049.
  - Cordova, J., Sinatra, G. M., *Broughton, S. H., & Taasoobshirazi, G. (2014). Self-efficacy, confidence in prior knowledge, and conceptual change. Contemporary Educational Psychology, 39, 164-174. DOI: 10.1016/j.cedpsych.2014.03.006.
  - Sinatra, G. M. & Danielson, R. W. (2014). Adapting to a warmer climate of scientific communication, BioScience, 64(4), 275-276. DOI: 10.1093/biosci/biu023.
  - Sinatra, G. M. & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: the promise of refutation text. Reading Research Quarterly. 46(4), 374–393.
  - Johnson, M. & Sinatra, G. M. (2014). The influence of approach and avoidance goals on conceptual change. Journal of Educational Research. Online first published January 9, 2014, DOI: 10.1080/00220671.2013.807492.
  - Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility Reappraisals and Shifts in Middle School Students' Climate Change Conceptions. Learning and Instruction, 27, 50-62. doi: 10.1016/j.learninstruc.2013.03.001.
  - Johnson, M. & Sinatra, G. M. (2012). Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. Contemporary Educational Psychology, 30, 51-63. DOI: 10.1016/j.cedpsych.2012.09.003.
  - Edited Books
  - Sinatra, G. M. & Pintrich, P. R. (Eds.) (2003). Intentional Conceptual Change. Mahwah, NJ: Lawrence Erlbaum Associates.
  - Harris, K., McCormick, C. B., Sinatra, G. M., & Sweller, J. (Eds.). (2012). Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1. In K. Harris & S. Graham (Eds). APA Educational Psychology Handbook Series. APA Publications.
  - Book Reviews
  - Sinatra, G. M. & Lombardi, D. (2013). Explanation, Discovery, and Conceptual Change-- The Holy Trinity of the Scientific Enterprise: A Review of The Cognitive Science of Science by Paul Thagard. Science Education. Advance on - line publication. DOI 10.1002/sce.21062
  - Book Chapters
  - Sinatra, G. M. & Mason, L. (2013). Beyond knowledge: Learner characteristics influencing conceptual change (pp. 377-394). In S. Vosniadou (Ed.). International Handbook of Research on Conceptual Change (2nd edition). Netherlands: Springer.
  - Sinatra, G. M. & Chinn, C. (2011). Thinking and reasoning in science: Promoting epistemic conceptual change. In K. Harris, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.). Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1 (pp. 257-282). In K. Harris & S. Graham (Eds.). APA Educational Psychology Handbook Series. APA Publications.
  - Scholarly Paper Presentations
  - Lombardi, D., Seyranian, V., & Sinatra, G. M. (2014, April). Source validity and plausibility perceptions about climate change. Paper submitted for presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA
Teacher Education
- Reynaldo Baca
- Melanie Kneece Calvert
  - https://www.learntechlib.org/p/126465/
- Paula M. Carbone
  - Carbone, P. M. (2014). Aristotle in the classroom: scaffolding the rhetorical situation. Voices in the Middle, 21(3), 41-48.
    
    Carbone, P. M., & Reynolds, R. (2013). Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group. Teacher Development.
    
    Carbone, P. M. (2012). Writing Instruction to Support Generation 1.5 Students’ Acquisition of Academic Persuasive Writing. In B. Yoon & H. K. Kim (Eds.). Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing, Inc.
    
    Carbone, P. M. (2010). Using commonplace books to help students develop multiple perspectives. English Journal, 99(6).
    
    Carbone, P. M., & Orellana, M. F. (2010). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44(3), 292-316.
    
    Martínez, R., Orellana, M., Pacheco, M., & Carbone, P. (2008). Translating Voices: Connecting Bilingual Youths’ Translation Experiences to Academic Writing. Language Arts, 85(6), 21-431.
    
    Pacheco, M., Carbone, P., & Martínez, R. (2006). Professional book reviews: Learning from multilingual and multicultural students to plan literacy curriculum. Language Arts, 84(2), 194-6.
- Yasemin Copur-Gencturk
- Jenifer Crawford
  - Self and Society in Youth Organizing. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 2, Article 2. http://re positories.cdlib.org/gseis/interactions/vol6/iss1/art2
  - Crawford et al. “Critical Spiritual Pedagogy: Reclaiming humanity through a pedagogy of integrity, community, and love.” In: Power and Education. v.1. n.1. ISSN 1757-7438.
  - Crawford et al. "Unplauging His Stomach: Curing the University of California Admissions Policy with an ethic of communal justice and care.” In: Education and Hope in Troubled Times: Visions of change for our children’s world. Ed. Shapiro, S. Routledge, NY, NY.
  - “Review: Why We Teach by Sonia Nieto.” InterActions: UCLA Journal of Education and Information Studies. Vol. 3, Issue 1, Article 13.”
  - Crawford, Jaramillo & McLaren. “Os Politios da Cultura Juventil e o Educação Multicultural” (The Politics of Youth Culture and Multicultural Education). Vol.3, Issue 2, Patio - Educação Infantil, Artmed Ed. S.A. Porto Alegre, RS, Brazil.
- Robert A. Filback
  - Filback, R. (2019). Learning to speak [Video-essay]. Produced in a workshop facilitated by StoryCenter.
  - Crawford, J., Filback, R. & Moore, E. (2018). The future of language education. Rossier Centenial Blog.
  - Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.
  - Varshneya, K., Pangal, D., Borad, A., Patel, A., Tulpule, M., Menon, S., Menghani, R. and Filback, R. A. (2016). A report on the health and literacy attributes of Naga Valadia, a rural village in India. International Journal of Current Research (8)6, pp. 33729-33736.
  - Filback, R. A. & Chun, C. W. (2013). Masters of Arts in TESOL at the University of Southern California. Summarized in D. E. Murray (Author), A Case for Online English Language Teacher Education (pp. 81 - 82). Monterey, CA: The International Research Foundation for English Language Education.
  - Filback, R. (2013, June). Visit to Endupoto Primary School in Tanzania [Photo-essay]. Rossier Show and Tell Blog.
  - Filback, R. (2013). Foreword to M. Jago (author) ESL Shakespeare: 101 Everyday Phrases. Hanover, NH: Smith and Kraus.
  - Filback, R. & Green, A. (2013). New directions for diversity at USC Rossier. Futures in Urban Ed, The Magazine of the USC Rossier School of Education, Fall.
  - Filback, R. (2012). C/U level explores “foreign TA problem,” instruction for diverse student writers. CATESOL News 44 (1). CATESOL Association.
  - Filback, R. (2007). Working together: Offering and asking for help. In C. Hanson Hegger (Ed.), College English Listening and Speaking. Beijing: Peking University Press.
- Michael Genzuk
  - Books
  - Bilingual Methodology Study Guide, editor and co-author. Los Angeles Unified School District Office of Bilingual-ESL Instruction, 1986, reprinted, 1988. Los Angeles, CA.
  - Book Chapters
  - Rueda, R. & Genzuk, M (2001). Sociocultural Scaffolding as a Means Toward Academic Self- Regulation: Paraeducators as Cultural Brokers. In: Denti, L. & Cousin, P.T. (Eds.) New Ways of Looking At Learning Disabilities: Connections to Classroom Practice. Love Publishing Co.
  - Genzuk, M. (in press). Promoting Latino Teacher Development through an Early Induction Model. In Model Programs for the Recruitment of Minorities in Teacher Education: Overcoming the Odds, ed. Editor. Washington, D.C. National Education Association.
  - Genzuk, M. (1999). Tapping Into Community Funds of Knowledge. In: Effective Strategies for English Language Acquisition: Curriculum Guide for the Professional Development of Teachers Grades Kindergarten through Eight (pp. 9-21). Los Angeles: Los Angeles Annenberg Metropolitan Project (LAAMP) / ARCO Foundation.
- Corinne Hyde
  - Ferrario, K., Hyde, C., Martinez, B., & Sundt, M. (2013). An Honest Account of the Humbling Experience of Learning to Teach Online. LEARNing Landscapes, 6 (2), 85-‐‑95.
  - Hyde, C. (2009) The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics (Unpublished doctoral thesis). University of Southern California.
  - In Preparation
    
    Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-‐‑line Learning Community.
  - Hyde, C. (2011) Review of Writing Assessment and the Revolution in Digital Texts and Technologies. Teacher’s College Record.
  - Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-‐‑line Learning Community. Unpublished paper to be presented at the American Educational Research Association Annual Meeting, San Francisco, CA.
  - Hyde, C., Martinez, B., & Ferrario, K. (2011, July) Revamping the Tired Discussion Board. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Hyde, C., Martinez, B., Ferrario, K. (2011, July) How to Effectively and Safely Use Social Media to Enhance Postsecondary Classes. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Martinez, B., Hyde, C., & Ferrario, K. (2011, July) Redesigning a Completely Online, Blended, Masters-‐‑Level Course: a Collaborative Model. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Ferrario, K. & Hyde, C. (2011, July) Understanding Student Participation in a Synchronous Online Learning Community. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the PASSHE Virtual Conference, online.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Faculty Experiences with Synchronous Online Instruction. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Hyde, C., Ferrario, K, Crawford, J., & Carbone, P. (2011, February). Engagement in a Synchronous On-‐‑line Learning Community: How Teacher Candidates and Instructors Interact in Whole-‐‑
    
    group and Small-‐‑group Contexts. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Carbone, P., Crawford, J., Ferrario, K., & Hyde, C. (2011, February). Pedagogical-‐‑practices promoting discussion amongst students meeting in online, synchronous classrooms.
    
    Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Sundt, M., Gallagher, K., Filback, R., Martinez, B., & Hyde, C. (2011, February). An exploration of
    
    teacher educators'ʹ views of online learning. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2010, November).
    
    Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the Sloan Consortium International Conference on Online Learning, Orlando, FL.
  - Hyde, C. (2009, January). The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics. Poster presented at the Hawaii International Conference on Education, Honolulu, HI.
- John Pascarella III
  - 2018, May/June. “Transformative Residential Programming: The Story of College Access Day.” Talking Stick, 35(5). Columbus, OH: Association of College and University Housing Officers International.
  - 2017, November. “Transformative Teacher Preparation in Tumultuous Times.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2017, September. “Phi Delta Kappa Faculty Sponsor Welcome: Charlottesville and Beyond.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2017, March. “Trump and Sessions Rescind Transgender Protections, But Were We Prepared for These Protections? Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2016, November. “High Expectations, High Support, and Authentic Care.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2016, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2016, January. “ESSA Heightens Concern Over Weakened Teacher Preparation Programs for Neediest Students.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2015, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2015, March. “To whom and to what should teacher education be held accountable?: Exploring our professional and moral obligation as Phi Delta Kappans to the role and task of teacher education. Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2014, December. “USDOE Office of Postsecondary Education Propose New Regulatory Action.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2014, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.
  - 2014, Spring. “Teacher Education 2.0: Staying Connected.” Futures in Urban Education. Los Angeles: University of Southern California.
  - 2011. “Confronting the challenges of HIV, AIDS, Stigma, and The Digital Divide: Lessons from a Rural South African Village.” In F. Islam’s (Ed.) Partnerships for hope: A school-university collaboration for change in rural South Africa. New York: Edwin and Mellon.
  - 2010. “We Wanted Other People to Learn From Us: Girls Blogging in a Rural Secondary School in South Africa in the Context of HIV and AIDS.” Co-authored with Claudia Mitchell, Naydene de Lange, and Jean Stuart. In Sharon Mazzarella (Ed.) Girl Wide Web 2.0: Revisiting Girls, the Internet, and the Negotiation of Identity. New York: Peter Lang.
  - 2010. “Blogging Their Way: Youth Identity in the Blogosphere.” In S. Steinberg, M. Kehler, and L. Cornish (Eds.), Boy Culture: An Encyclopedia. Westport, CT: Greenwood.
  - 2008, Jun 18. “University of KwaZulu-Natal Hosts Blogging Workshops for Rural Students to Address HIV and AIDS.” In UKZN Online, 2 (11). http://www.ukzn.ac.za/UKZNonline/V2/11/issue11.htm
  - 2008, June. “Confronting the challenges of critical digital literacy: An essay review.” Educational Studies, 43 (3).
  - 2007. “The Manufacture of Intent.” In R. Goldstein (Ed.), Useful Theory: Making Critical Education Practical. New York: Peter Lang.
  - 2005. “Deviation: A Pre-Service Teacher in the Inner City.” Cultural Studies<-->Critical Methodologies, 5 (1).
  - 2005. “Deviation: A Pre-Service Teacher in the Inner City.” Cultural StudiesßàCritical Methodologies, 5 (1).
  - 2005. “Rethinking the White Man’s Burden: Identity and Pedagogy for an Inner City Student Teacher.” In J. L. Kincheloe, k. hayes, K. Rose, and P. Anderson (Eds.), The Praeger Handbook of Urban Education. Westport, CT: Greenwood.
  - 2004. “Why Teach in Urban Settings”? In S. R. Steinberg and J. L. Kincheloe (Eds.) Nineteen Urban Questions. New York: Peter Lang.
  - 2003. “Notes from the Field.” Taboo: The Journal of Culture and Education, 7 (2).

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